This study aims to measure perception about organizational culture and efficacy in teaching of child care teacher working at home child care center and examine the effects of their perception of organizational culture on their efficacy in teaching. With regard to the above issues, the following research problems were established.

1. How is organizational culture of home child care center's facilities perceived by child care teacher?
1-1. Is there any difference according to whether the child care director's major is relevant?
1-2. Is there any difference according to the number of teachers?
1-3. Is there any difference according to the teacher's individual variables (age, educational level, career, major, position)?

2. How is the level of efficacy in teaching of home child care center's child care teacher?
2-1. Is there any difference according to whether the child care director's major is relevant?
2-2. Is there any difference according to the number of teachers?
2-3. Is there any difference according to the teacher's individual variables (age, educational level, career, major, and position)?

3. How does perception of home child care center's child care teacher about their organizational culture affect their efficacy in teaching?
3-1. How is the relationship between home child care center's organizational culture and teachers' efficacy in teaching?
3-2. How does child care teacher' perception of home child care center's organizational culture affect their efficacy in teaching?

The subjects of this study were 226 child care teachers working in child care centers located in Gyeonggi-do. As the questionnaire to examine child care teachers' perception of their organizational culture, the organizational culture measurement tool developed by Cho In-suk (2005) was used; In the tool, organizational culture was divided into group culture, developmental culture, hierarchical culture, and rational culture. As the tool for measuring efficacy in teaching of home child care center's teachers, the tool by Shin Hye-yeong (2004) which revised Science Teaching Efficacy Belief Instrument (STEBI) developed by Riggs (1990) to be suitable for ordinary child care centers was utilized.
The data obtained through the survey was statistically processed using the statistical package SPSS 15.0 program. In order to look at general characteristics of the subjects, descriptive statistics such as frequency and percentage was employed and in order to examine the subjects' perception about organizational culture and efficacy in teaching, descriptive statistics such as average and standard deviation was utilized.
The statistical analysis on research problems was executed in the following ways. First, in order to examine differences in organizational culture according to the subjects' general characteristics, t-test and analysis of variance (ANOVA) were performed and as an post hoc test after ANOVA, Scheffe post hoc test was carried out. Second, in order to look at differences in efficacy in teaching according to the subjects' general characteristics, t-test and ANOVA were performed and Scheffe post hoc test was carried out as a post hoc test after ANOVA. Third, in order to examine relationship between organizational efficacy and efficacy in teaching, Pearson's correlation analysis was conducted and in order to analyze the effects of organizational efficacy on the subjects' teaching efficacy, multiple regression analysis was conducted. The study results of research problems are as follows. First, in differences in perception of organizational culture according to whether child care directors' major is relevant, the all sub-factors of organizational culture as group culture, developmental culture, hierarchical culture, and rational culture did not show statistically significant differences. To examine the differences in child care teacher' perception of organizational culture according to the number of child care teachers, groups whose number of teachers was smaller than five had higher relational culture than those whose number of teachers was between five and ten. To examine child care teachers' perception of organizational culture according to their individual variables (age, educational level, major, career, position), there was difference in hierarchical culture according to their major. In other words, hierarchical culture of groups who majored in infant caregiver training and nursing was strongest and that of those who majored in child welfare studies was weakest. Second, efficacy in teaching of child care teachers of home child care center was not significantly different according to whether the child care director's major was relevant and the number of teachers. To look at child care teacher' efficacy in teaching according to their individual variables (age, educational level, major, career, position), there was significant difference according to differences in educational level and career only. In other words, regarding the highest level of education, the group who were graduate school students or had higher level of education was high in general efficacy than the other groups. As for career, those whose period of working experiences was 11 years or older had higher personal efficacy than those whose period of working experience was shorter than two years and six to ten years. The group whose working experience was 11 years or older had higher overall efficacy in teaching than the group whose working experience was shorter than two years. Third, general efficacy, individual efficacy, and overall efficacy in teaching had positive correlation with the entire sub-factors of organizational culture according to the result of analyzing relationship between perception about organizational culture by home child care center's child care teachers and their efficacy in teaching. As for the influence of perception of organizational culture by home child care center's child care teachers on efficacy in teaching, the explanatory power was about 25.4%. In particular, hierarchical culture had significant effect on efficacy in teaching. Regarding the influence of child care teachers' perception about organizational culture on general efficacy among efficacy in teaching, the explanatory power was about 17.0%. Among others, hierarchical culture had significant influence on general efficacy. Lastly, with regard to the influence of child care teacher' perception about organizational culture on individual efficacy among efficacy in teaching, the explanatory power was about 20.0%. Especially, developmental culture and rational culture had significant effect on individual efficacy.
In conclusion, perception of organizational culture by home child care center's child care teachers had close relationship with their efficacy in teaching. Hence, for qualitative improvement on home child care center, their organizational culture should be developed so that child care teachers may have positive perception. Thereby those teachers' efficacy in teaching will be able to be improved.

본 연구는 가정어린이집에서 근무 중인 보육교사를 대상으로 조직문화 인식과 교수효능감에 대해 측정해 보고, 가정어린이집 보육교사의 조직문화 인식이 교수효능감에 미치는 영향이 어떠한지 알아보는 데에 목적이 있다. 이와 관련하여 아래와 같은 연구문제를 설정하였다.

1. 가정어린이집 보육교사가 인식한 보육시설의 조직문화는 어떠한가?
1-1. 시설장의 전공여부에 따라 차이가 있는가?
1-2. 교사의 수에 따라 차이가 있는가?
1-3. 교사의 개인변인(연령, 학력, 경력, 전공, 직위)에 따라 차이가 있는가?

2. 가정어린이집 보육교사의 교수효능감의 수준은 어떠한가?
2-1. 시설장의 전공여부에 따라 차이가 있는가?
2-2. 교사의 수에 따라 차이가 있는가?
2-3. 교사의 개인변인(연령, 학력, 경력, 전공, 직위)에 따라 차이가 있는가?

3. 가정어린이집 보육교사의 조직문화 인식이 교수효능감에 미치는 영향은 어떠한가?
3-1. 가정어린이집 조직문화와 교수효능감의 관계는 어떠한가?
3-2. 가정어린이집 조직문화에 대한 인식이 보육교사들의 교수효능감에 미치는 영향은 어떠한가?

본 연구는 경기도 소재 가정어린이집에서 근무 중인 보육교사 226명을 대상으로 하였다. 보육교사의 조직문화 인식을 알아보기 위한 설문지는 보육시설의 조직문화를 관계문화, 개발문화, 위계문화, 합리문화로 유형화하여 설정되어 있는 조인숙(2005)이 개발한 조직문화 측정도구를 사용하였고, 가정어린이집 교사의 교수효능감의 측정도구는 Enochs와 Riggs(1990)에 의하여 개발된 과학교수 효능감 검사도구(Science Teaching Efficacy Belief Instrument: STEBI)를 기초로 일반적인 어린이집 상황에 맞게 문항을 수정하여 사용한 신혜영(2004)의 도구를 사용하였다.
설문조사로 수집된 자료는 통계패키지 SPSS 15.0 프로그램을 이용하여 통계 처리하였다. 연구대상자의 일반적인 특성은 빈도, 백분율 등의 기술통계, 조직문화에 대한 인식과 교수효능감 정도는 평균과 표준편차 등의 기술통계를 이용하였다. 조직문화의 차이와 교수효능감의 차이를 알아보기 위해 t-test와 분산분석(ANOVA)을 시행하였고, 분산분석 후 사후검증으로 Scheffe 사후검증을 실시하였다. 조직효능감과 교수효능감과의 관계분석을 위해 Pearson 상관관계분석을 실시하였으며, 조직효능감이 교수 효능감에 미치는 영향요인을 분석하기 위해 다중회귀분석을 실시하였다.
연구문제에 따른 연구결과는 다음과 같다. 첫째, 시설장의 전공여부에 따른 보육교사의 조직문화 인식차이에서는 조직문화 하위요인인 관계문화, 개발문화, 위계문화, 합리문화 모두에서 통계적으로 유의미한 차이가 나타나지 않았다. 보육교사 수에 따른 보육교사의 조직문화 인식 차이를 살펴보면, 교사 수가 5명 미만 집단이 5명-10명 미만 집단보다 관계문화가 높은 것으로 나타났다. 보육교사의 개인변인(연령, 학력, 전공, 경력, 직위)에 따른 조직문화 인식을 살펴보면, 전공에 따른 위계문화의 차이가 나타났다. 즉, 영·유아보육과 전공집단이 위계문화가 가장 높았으며 아동복지학과 전공집단이 위계문화가 가장 낮은 것으로 나타났다. 둘째, 가정어린이집 보육교사의 교수효능감은 시설장의 전공여부와 교사 수에 따른 유의미한 차이가 나타나지 않았으나. 보육교사의 개인변인(연령, 학력, 전공, 경력, 직위)에 따른 교수효능감을 살펴본 결과, 학력과 경력에 따른 차이만 유의미하게 나타났다. 즉, 최종학력에서는 대학원 재학이상 집단에서 다른 집단에 비해 일반효능감이 높게 나타났으며, 경력은 경력 11년 이상 집단이 경력 2년 미만과 6-11년 미만 집단보다 개인효능감이 높은 것으로 나타났고, 경력 11년 이상 집단이 경력 2년 미만 집단보다 전체 교수효능감이 높은 것으로 나타났다. 셋째, 가정어린이집 보육교사의 조직문화 인식과 교수효능감의 관계를 분석한 결과, 일반효능감과 개인효능감 및 전체 교수효능감은 조직문화 하위요인 전체와 정(+)의 상관을 가지고 있었다. 가정어린이집 보육교사의 조직문화 인식이 교수효능감에 미치는 영향력에 대하여는 약 25.4%의 설명력을 지니고 있었다. 특히, 위계문화가 교수효능감에 유의한 영향을 미치는 것으로 나타났다. 보육교사의 조직문화에 대한 인식이 교수효능감 중 일반효능감에 미치는 영향력에 대하여 약 17.0%의 설명력을 지니고 있었다. 특히, 위계문화가 일반효능감에 유의한 영향을 미치는 것으로 나타났다. 마지막으로, 보육교사의 조직문화에 대한 인식이 교수효능감 중 개인효능감에 미치는 영향력에 대하여 약 20.0%의 설명력을 지니고 있었다. 특히, 개발문화와 합리문화가 개인효능감에 유의한 영향을 미치는 것으로 나타났다.
결론적으로 가정어린이집 보육교사의 조직문화 인식은 교수효능감과 밀접한 관계를 가지고 있는 것으로 나타났다. 따라서 가정어린이집의 질적 향상을 위해서는 가정어린이집 조직문화가 발전하여 보육교사가 긍정적인 인식을 가질 수 있도록 도와야 한다. 이를 통해 교사의 교수효능감이 향상될 수 있을 것이다.