신체활동에 대한 유아교사의 인식이 신체활동 지도스트레스와 교수효능감에 미치는 영향 = Effects of Early Childhood Teachers' Perception of Physical Activity on Physical Activity

국문 초록 (Abstract)

유아 신체활동은 유아기 뿐만 아니라 청소년기와 성인기까지 전 생애에 걸쳐 영향을 미친다는 점에서 매우 중요하다. 만3~5세 유아의 90% 이상이 유아교육기관을 이용하고 있고 긴 시간 기관에 머문다는 점에서 유아들에게 있어 교사는 가장 중요한 인적 환경이 된다. 신체활동은 교사의 인식과 역량이 무엇보다 중요한 변인이다. 따라서 신체활동에 대한 유아교사의 인식이 지도스트레스와 교수효능감에 미치는 영향을 분석하고 나아가 지도스트레스의 원인이 되는 변인들을 분석하는데 방안을 마련한다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effect of early childhood teachers' perceptions of physical activity on physical activity guidance stress and teaching efficacy. Therefore, the research questions to realize the purpose of this study are as follows.
1. What is the perception of early childhood teachers about physical activity?
2. What is the relationship between early childhood teachers' perception of physical activity, teaching stress, and teaching efficacy?
3. What is the effect of early childhood teachers' perception of physical activity on physical activity guidance stress?
4. What is the effect of early childhood teachers' perception of physical activity on the teaching efficacy of physical activity?
This study conducted a survey of 195 early childhood teachers aged 3-5 years in kindergartens and daycare centers located in Seoul
and Gyeonggi-do using Google program from August 23, 2021 to September 24, 2021. The research tools used in this study are as follows. In order to measure the perception of infant teachers about physical activity, the contents suitable for this study were extracted and supplemented among Kang Hwa-young's (2008) tools, and the contents of the excerpt and supplement were verified by three experts. The physical activity guidance stress tool for early childhood teachers was revised and supplemented by Kim Joo-yeon (2011) based on the questionnaires of Kang Kyung-ae (2007) and Lee Yoo-kyung (2009). It was used as a tool modified by Jang Hoon and Jung Ga-yoon (2020) based on the questionnaires of Jang Hyun-soo, Kim Soo-young (2014), and Lee Hyun-mi (2017) to find out the physical activity teaching efficacy of early childhood teachers. For the data collected in this study, frequency and percentage calculation using SPSS 27.0 statistical program, Cronbach's α coefficient calculation, χ2 test, t test, one-way ANOVA, Scheffe test, Pearson correlation coefficient as post-hoc tests Calculation and multiple regression analysis were performed.
The main research results in this study are as follows. First, looking at the perceptions of early childhood teachers on physical activity, 50.8% of indoor physical activity perception and 51.8% of outdoor physical activity perception said that indoor and outdoor physical activity was sufficient. There was a significant
difference in the early childhood teachers' perceptions of indoor and outdoor physical activities according to the early childhood teachers' physical activity training experience and the number of times per week, but there was no significant difference in the early childhood teachers' perceptions of other physical activities. Second, the relationship between early childhood teachers' perception of physical activity, instructional stress, and teaching efficacy were all found to have significant positive and negative correlations. Third, in the effect of early childhood teacher's perception of physical activity on physical activity guidance stress, early childhood teacher's perception of indoor and outdoor physical activity had a significant negative effect on guidance stress, but early childhood teacher's perception on other physical activities There was no significant effect on stress. Fourth, in the effect of early childhood teachers' perceptions of physical activity on physical activity teaching efficacy, early childhood teachers' perceptions of indoor and outdoor physical activities had a significant positive effect on teaching efficacy, but early childhood teachers' perceptions of other physical activities There was no significant effect on teaching efficacy. From the above research results, it was found that the quality of physical activity varies according to the teacher's perception, and that the teacher's teaching stress and teaching efficacy are important variables influencing physical activity. Therefore, early childhood teachers' perception of physical activity can be said to be a key resource in early childhood physical activity. The above research results suggest that systematic teacher training, sufficient tool and environment provision, and institutional support for program development and distribution are needed for early childhood physical activities.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 6
• 3. 용어의 정의 7
• Ⅱ. 이론적 배경 9
• 1. 유아교사의 신체활동 인식 9
• 1) 신체활동 개념 및 중요성 9
• 2) 신체활동에 대한 유아교사의 인식 13
• 2. 유아교사의 신체활동 지도스트레스 17
• 1) 지도스트레스의 개념 17
• 2) 유아교사의 신체활동 지도스트레스의 특징 20
• 3. 유아교사의 신체활동 교수효능감 24
• 1) 교수효능감의 개념 24
• 2) 유아교사의 신체활동 교수효능감의 특징 27
• 4. 신체활동에 대한 유아 교사의 인식, 지도스트레스, 교수 효능감 29
• 1) 유아교사의 신체활동 인식과 신체활동 지도스트레스 29
• 2) 유아교사의 신체활동 인식과 신체활동 교수효능감 30
• 3) 유아교사의 신체활동 인식과 신체활동 지도스트레스, 교수효능감의 관계 32
• Ⅲ. 연구 방법 33
• 1. 연구대상 33
• 2. 연구도구 35
• 3. 연구절차 38
• 4. 자료분석 39
• Ⅳ. 연구 결과 및 해석 40
• Ⅴ. 결론 및 논의 69
• 1. 요약 및 논의 69
• 2. 결론 및 제언 77
• 참 고 문 헌 79
• ABSTRACT 86
• 부 록 90