영아 보육교사의 직무환경 및 민감성이 교사-영아 상호작용에 미치는 영향 = A study on the effect of teachers' work environment and sensitivity on the interaction between teacher and infant

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the effect of teachers' work environment and sensitivity on the teacher-infant interaction. Teachers' work environment and sensitivity are believed to be a major factor in improving the quality of teacher-infant interaction.
Research subjects are 300 child care teachers who take care of infants aged 1 to 2, working in various forms of educational institutions in Kyeonggi-do. The questionaire was conducted about work environment scale, sensitivity scale, and teacher-infant interaction scale by child care teachers. 295 questionaires were returned out of 300. In order to analyze the 288 data except 7 due to partial omission, frequency analysis, t-test, ANOVA along with one-way analysis of variance, correlation analysis, multiple regression analysis were performed.
The results of this study are summarized as followings:
First, it was found that observation of teachers' sensitivity difference according to general characteristics shows child care teachers over age 36 through 40 and above age 41 have more sensitive interaction ability than those below age 30.
Second, analysis of teacher-infant interaction difference according to general characteristics shows that teachers between 36 and 40 perform the most engaging activities. Also teachers with age 36-40 and over 41 are more permissive than those below age 30.
Third, it is shown that in regard to difference of effect teachers' work environment has on teacher-infant interaction, the better work environment is and the higher teachers' vision is, the more engaging teacher-infant activities are and the higher teachers' wages, promotion opportunity, and teachers vision are, the more various teacher-infant experience sharing is. In addition, the higher teachers' wages and promotion opportunity are, the stronger the director's support and relationship with other teachers are, the higher teachers' vision is, the better teacher-infant responsiveness is and so is teachers' permissive attitude.
Fourth, it is concluded that in regard to difference of effect that teachers' sensitivity has on teacher-infant interaction, the higher teachers' sensitive interaction is, the more engaging teacher-infant activities are and the more various teacher-infant experience sharing is and teachers' permissive attitude. It also works the other way around.
In conclusion, it can be said that work environment and sensitivity of child care teachers have positive relationship with teacher-infant interaction. Therefore, it is important to promote optimum work environment and heighten teachers' sensitivity in order to improve quality of teacher-infant interaction.

목차 (Table of Contents)

• 목차 ⅰ
• 표목차 ⅲ
• Ⅰ. 서 론
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어정의 7
• Ⅱ. 이론적 배경
• 1. 영아보육교사의 직무환경
• 1) 영아보육교사의 직무환경의 개념과 중요성 9 2) 영아보육교사의 직무환경의 관련 변인 11
• 2. 영아보육교사의 민감성
• 1) 영아보육교사의 민감성의 개념과 중요성 16
• 2) 영아보육교사의 민감성의 관련변인 18
• 3. 교사-영아 상호작용
• 1) 교사-영아 상호작용의 개념과 중요성 19
• 2) 교사-영아 상호작용의 관련변인 22
• Ⅲ. 연구방법
• 1. 연구대상 26
• 2. 연구도구 27
• 3. 연구절차 30
• 4. 자료분석 30
• Ⅳ. 연구결과
• 1. 영아보육교사의 인구학적 변인에 따른 민감성의 차이 35
• 2. 영아보육교사의 인구학적 변인에 따른 교사-영아 상호작용의 차이 38
• 3. 영아보육교사의 직무환경이 교사-영아 상호작용에 미치는 영향 40
• 4. 영아보육교사의 민감성이 교사-영아 상호작용에 미치는 영향 42
• Ⅴ. 논의 및 제언
• 1. 논의 및 결론 45
• 2. 제언 48
• 참 고 문 헌 49
• 부록 56
• ABSTRACT 64