우리나라 보육교사의 직무만족도에 관한 실증적연구

다국어 초록 (Multilingual Abstract)

Because of the recent falloff in the birth rate, appearance of the various kinds of life style, improvement of the parents' educational and economic level and high desire for self-realization, there is a present situation that most parents want their children to be educated by professionally qualified day-care teachers and program, considering their children's special desire.
In order to cope with this social situation, it is very important for day-care teachers to have high quality, capability, pride and values of what they are doing as a job. Therefore, this study is based on a survey about the day-care teachers' working environment and their official satisfaction which can determine the quality of the day-care education. I distributed 260 questionnaires which refer to an used one for a similar case, and analyzed proper 238 questionnaires(first-class teachers : 130 , second-class teachers : 108). Contrary to other dissertations about similar topics, this essay compares the working environment, official satisfaction and common factors between the first and second class day-care teachers.

By researching and analyzing the first and second class day-care teachers' working environment and official satisfaction, this study gropes for a proper working environment and improvement plans so that the government can make a better policy. The analyzed result of this study is summarized as follows;
In common factors of the day-care teachers, most of them regardless of their classes thought that they don't get paid properly compared to their duty and responsibility. They also thought that they don't have enough time to take a rest and there are too much chores except for caring children. Like this, day-care teachers have a negative point of view about their working environment. In the case of working hours, there is no huge difference between the two classes, showing that about 90% of the whole day-care teachers work over 10 hours a day.
There is a difference in working facilities ; The first-class day-care teachers usually work at the national, public or corporate center which has a relatively better working condition, but the second-class work more at private or domestic center which is not supported by the government.
In the case of salary, 90% of the first-class get paid over 700,000 won but 44.4% of the second-class get paid under 700,000 won. In the case of social security, the second-class are also treated much poorly than the first-class.
About their official satisfaction, most of the whole day-care teachers disagreed with the idea that 'The day-care teachers are socially treated as teachers of the public institutions.' regardless of their classes. When asked whether you want to change your job after this semester if there is a better-conditioned workplace, the second-class day-care teachers said yes more than the first-class. The whole day-care teachers were affirmative to the question that 'Among conditions of the workplace, working hours, treatment as a teacher and salary have great influence on one's official satisfaction.
In the case of education, the whole day-care teachers wanted themselves to be re-educated. About the contents and period of education in the Institute of Day-care Teachers for Children, the first-class showed high recognition that it was 'insufficient' but the second-class said that it was 'sufficient'. According to this result, we can say that the first and second class day-care teachers have different thoughts from each other about the Institute of Day-care Teachers for Children.
Based on the result of this study, I firstly urge that there be the minimum level of salary in the private day-care facilities. I also urge that every day-care teachers be supported systematically by the nation and the governmental support be offered to improve professionalism of the day-care teachers. In addition, I hope that this can be a chance for the government to make efforts for general development of the day-care education by raising the percentage of the public day-care education and strengthening the evaluation, administration and supervision of facilities.

목차 (Table of Contents)

• 제1장 서론 = 1
• 제1절 연구의 목적 = 1
• 제2절 연구의 범위 및 방법 = 3
• 1. 연구범위 = 3
• 2. 연구방법 = 4
• 제2장 보육에 관한 이론적 배경 = 6
• 제1절 보육의 의의 = 6
• 1. 보육의 개념 = 6
• 2. 보육의 기능 및 내용 = 8
• 제2절 보육교사의 전문성 및 근무환경 = 14
• 1. 보육교사의 전문성 = 14
• 2. 보육교사의 근무환경 = 15
• 제3절 보육교사의 직무만족 = 17
• 1. 직무만족의 개념 = 17
• 2. 직무만족의 중요성 = 18
• 3. 직무만족의 요인 = 18
• 제4절 선행연구 및 분석의 틀 = 22
• 1. 선행연구 = 22
• 2. 분석의 틀 = 23
• 제3장 우리나라 및 외국 보육교사에 관한 현황과 실태 = 27
• 제1절 우리나라 보육교사의 현황과 실태 = 27
• 1. 보육교사의 현황 = 27
• 2. 보육교사의 학력 = 28
• 3. 보육교사의 처우 및 후생복지 = 28
• 4. 보육교사의 임면 = 32
• 제2절 외국 보육교사의 현황과 실태 = 33
• 1. 프랑스 = 34
• 2. 미국 = 37
• 3. 캐나다 = 39
• 4. 호주 = 41
• 5. 외국사례의 시사점 = 44
• 제4장 연구 결과 및 분석 = 46
• 제1절 보육교사의 일반적 사항 = 46
• 1. 보육교사의 개인사항 = 46
• 2. 보육교사의 근무사항 = 46
• 3. 보육교사의 직장사항 = 47
• 제2절 보육교사의 근무환경 = 49
• 1. 보육교사의 근무환경에 대한 인식 = 49
• 2. 보육교사 자격증의 급수별 인식 = 49
• 제3절 보육교사의 직무만족도 = 52
• 1. 보육교사의 직무만족에 대한 인식 = 53
• 2. 보육교사 자격증의 급수별 인식 = 53
• 제4절 보육교사의 일반적 상황 = 55
• 1. 보육교사의 직무태도 = 55
• 2. 보육교사들의 교육의 충분성 = 57
• 3. 보육교사들의 근무실태 = 58
• 제5장 근무환경 및 보육업무의 개선방안 = 63
• 제1절 보육교사의 일반적 사항 = 63
• 1. 보육교사의 개인사항 = 63
• 2. 보육교사의 근무사항 = 64
• 3. 보육교사의 직장사항 = 65
• 제2절 보육교사의 근무환경 = 66
• 1. 보육교사의 근무환경에 대한 인식 = 66
• 2. 보육교사의 근무환경에 대한 급수별 인식 = 68
• 제3절 보육교사의 직무만족도 = 69
• 1. 보육교사의 직무만족에 대한 인식 = 69
• 2. 보육교사의 직무만족에 대한 급수별 인식 = 70
• 제4절 보육교사의 일반적 상황(직무태도) = 70
• 1. 보육교사의 직무태도 = 70
• 제6장 결론 = 73
• 참고문헌 = 76
• 부록 = 71
• ABSTRACT = 79
• 질문지 = 82