유아교사의 임파워먼트, 교사효능감, 교직헌신도가 전문성 발달에 미치는 영향 = The effects of empowerment, teacher efficacy, teaching profession and the professional development

다국어 초록 (Multilingual Abstract)

ABSTRACT

This study has its purposes to look into differences in advancement of professional aspects according to social and demographical factors for children’s education and also look into how empowerment of children’s teachers, teachers’ efficacy and educational job’s level of contribution affect advancement of professionalism. For these purposes, I have collected data from 311 children’s teachers via systematic questionnaire who are working at Kyeonggi and Incheon Province.
First of all, such questionnaire in this study have used a tool that Kim Jun Hee(2007) translated and revised SPES(School Participant Empowerment Scale) that is empowerment assessment scale within school environment which had been developed by Short and Rinehart(1992) to assess empowerment. Second, this study used a scale to verify reliability which Shin Hye Young(2004) revised and verified based on Science Teaching Efficacy Belief Instrument(STEBI) that was developed by Enochs and Riggs(1990) to measure teachers‘ efficacy. Third, this study used a questionnaire that Shin Hee Lee(2011) has partly revised and supplemented well being matched with children’s education based on Commitment to Teaching Questionnaire(CTQ) that was developed by Noh Jong Hee(2004) in order to measure commitment to teaching. Fourth, this study also used “Self-evaluation tool for nursing teacher” that are developed by Baek Eun Joo, Cho Bu Kyeong(2004) in order to measure advancement of professionalism.
Data collected by this study was used by a program named SPSS WIN 20.0 and this study has performed t-verification, ANOVA, Scheffé test and Pearson correlation analysis for analysis purposes. Results of this study are shown as following.First, such results showed meaningful difference against marital status, academic background, paycheck and career from executing advancement of professionalism based on children‘s teachers‘ social and demographic variables whereas such difference didn‘t appear. When it comes to marital status, married teachers are proved to recognize empowerment and commitment to teaching higher than unmarried teachers.
In addition, in terms of academic background, this study showed that a children’s teacher with higher academic background recognized empowerment and commitment to teaching highly and also those who receive higher paycheck recognized empowerment and commitment to teaching highly. In terms of career, it shows that a teacher with higher career recognized empowerment and commitment to teaching highly.
Second, this study showed that empowerment, teachers’ efficacy and commitment to teaching have correlation with growth of children teachers’ professionalism. In other words, the higher children teachers’ empowerment and their efficacy becomes and the more positively they recognize commitment to teaching, the level of growth for professionalism has been proved to be higher.
Third, after I looked into sub variables for advancement of professionalism and relative influences which affects advancement of overall professionalism, it's proved that empowerment, teachers’ efficacy and commitment to teaching have affected advancement of professionalism meaningfully. As results from looking into sub-factors for each variable, self-efficacy that is sub-variable for empowerment, teacher’s individual efficacy that is sub-variable for teachers’ efficacy, educational and passionate love that is sub-variable for commitment to teaching are proved to be meaningful.
In case of knowledge and technological advancement that are sub-factors for advancement of professionalism, self-efficacy and influential power that is sub-factor for empowerment, teacher’s individual efficacy that is sub-factor for teachers’ efficacy, educational and passionate love that is sub-factor for commitment to teaching are proved to have influences. When it comes to advancement of self-understanding that is sub-factor for advancement of professionalism, decision making that is sub-factor for empowerment, professionalism and passionate love that is sub-factor for commitment to teaching are proved to have influence whereas decision making, position and autonomy that are sub-factor for empowerment, and educational love that is sub-factor for commitment to teaching are proved to have influence.
With these results, it’s verified that children’s teacher’s empowerment, such teachers’ efficacy and commitment to teaching have affected advancement of professionalism. I expect that results of this study can be used as basic data for children’s teachers’ advancement of professionalism who are working at children’s education sites.

국문 초록 (Abstract)

국 문 초 록

본 연구에서는 유아교사의 사회인구학적 변인에 따른 전문성 발달의 차이를 살펴보고, 유아교사의 임파워먼트, 교사효능감, 교직헌신도가 전문성 발달에 미치는 영향력을 살펴보고자 목적이 있다. 이를 위해 경기, 인천지역에서 근무하는 유아교사 311명을 대상으로 구조화된 질문지를 사용하여 자료를 수집하였다. 사용된 질문지는 첫째, 임파워먼트를 측정하기 위해 Short와 Rinehart(1992)가 개발한 학교환경 내의 임파워먼트 평가 척도인 SPES(School Participant Empowerment Scale)를 김정희(2007)가 번안·수정한 도구를 사용하였다. 둘째, 교사효능감을 측정하기 위해 Enochs와 Riggs(1990)에 의해 개발된 교사의 과학교수 효능감 검사도구(Sciense Teaching Efficacy Belicf Instument: STEBI)를 기초로 하여 신혜영(2004)이 수정하고 신뢰도 검증을 한 척도를 사용하였다. 셋째, 교직헌신도를 측정하기 위해서는 노종희(2004)가 개발한 교직헌신 질문지(Commitment to Teaching Questionnaire: CTQ)를 기초하여 신희이(2011)가 유아교사에 맞게 일부 수정·보완한 것을 사용하였다. 넷째, 전문성 발달을 측정하기 위해 백은주, 조부경(2004)이 개발한 ‘보육교사의 전문성 발달 수준 자기평가 도구’를 사용하였다.
본 연구의 수집된 자료는 SPSS WIN 20.0 프로그램을 이용하였으며, 분석을 위해 t검정, ANOVA, 사후검정(Scheffé), Pearson의 상관분석을 실시하였다.
본 연구의 결과를 살펴보면 다음과 같다.
첫째, 유아교사의 사회인구학적 변인에 따른 전문성 발달 실행에서 결혼여부, 학력, 급여, 경력에서는 유의미한 차이가 나타났으나 연령에서는 유의미한 차이가 나타나지 않았다. 결혼여부에 따라서는 미혼인 교사보다 기혼인 교사가 임파워먼트, 교직헌신도를 높게 인식하는 것으로 나타났다. 또한 학력에 따라서는 유아교사의 학력이 높을수록 임파워먼트, 교직헌신도를 높게 인식하고 있었으며, 급여에 따라서는 유아교사의 급여가 많을수록 임파워먼트, 교직헌신도를 높게 인식하였다. 경력에 따라서는 유아교사의 경력이 많을수록 임파워먼트를 높게 인식하는 것으로 나타났다.
둘째, 유아교사의 임파워먼트, 교사효능감, 교직헌신도는 유아교사의 전문성 발달과 상관관계가 나타났다. 즉, 유아교사의 임파워먼트가 높을수록, 교사효능감이 높을수록, 교직헌신도를 긍정적으로 지각할수록 전문성 발달 수준이 높은 것을 알 수 있었다.
셋째, 전문성 발달 하위요인과 전문성 발달 전체에 미치는 상대적 영향력을 알아본 결과 임파워먼트, 교사효능감, 교직헌신도가 전문성 발달에 유의미한 영향을 주는 것으로 나타났다. 각 변인의 하위요인별로 살펴본 결과 전문성 발달 실행 전체에서 임파워먼트의 하위요인의 자아효능감, 교사효능감 하위요인의 교사의 개인 효능감, 교직헌신도 하위요인의 교육애, 열정애가 유의미한 결과로 나타났다. 전문성 발달 하위요인인 지식과 기술발달의 경우 임파워먼트의 하위요인인 자아효능감, 영향력이, 교사효능감 하위요인인 교사의 개인 효능감이, 교직헌신도 하위요인인 교육애, 열정애가 전문성 발달 하위요인인 자기 이해발달의 경우 임파워먼트의 하위요인인 의사결정이, 교직헌신도 하위요인인 전문의식, 열정애가, 전문성 발달 하위요인인 생태적 발달의 경우 임파워먼트 하위요인인 의사결정, 지위, 자율성이, 교직헌신도 하위요인인 교육애가 영향을 미치는 것으로 나타났다.
본 연구의 결과를 바탕으로 유아교사의 임파워먼트, 교사효능감, 교직헌신도가 전문성 발달에 영향을 미친다는 것을 확인 할 수 있었다. 본 연구의 결과는 유아교육현장에서 근무하는 유아교사들이 전문성 발달의 필요성에 대해 기초 자료로 활용할 수 있을 것으로 기대한다.

목차 (Table of Contents)

• 목 차
• 국문초록
• Ⅰ 서론
• 1. 연구의 필요성 및 목적···························································1
• 2. 연구문제············································································7
• 3. 용어의 정의········································································8
• Ⅱ. 이론적 배경
• 1. 유아교사 전문성 발달···························································10
• 1) 유아교사 전문성 발달의 개념 및 중요성·······························10
• 2) 유아교사 전문성 발달에 영향을 미치는 변인························13
• 2. 임파워먼트········································································15
• 1) 임파워먼트의 개념 및 중요성·············································15
• 2) 유아교사 임파워먼트에 영향을 미치는 변인························18
• 3. 교사효능감·········································································19
• 1) 교사효능감의 개념 및 중요성·············································19
• 2) 유아교사 교사효능감에 영향을 미치는 변인·························22
• 4. 교직헌신도·········································································24
• 1) 교직헌신도의 개념 및 중요성·············································24
• 2) 유아교사 교직헌신도에 영향을 미치는 변인·························27
• 5. 유아교사의 임파워먼트, 교사효능감, 교직헌신도의 전문성발달
• 간의 관계···········································································28
• Ⅲ. 연구방법
• 1. 연구대상··········································································31
• 2. 연구도구··········································································33
• 3. 연구절차··········································································38
• 4. 자료분석··········································································38
• Ⅳ. 연구결과 및 해석
• 1. 측정변인의 일반적 경향························································39
• 2. 유아교사의 사회인구학적 변인에 따른 유아교사의 임파워먼트,
• 교사효능감, 교직헌신도와 전문성 발달의 차이····························41
• 3. 유아교사의 임파워먼트, 교사효능감, 교직헌신도와 전문성
• 발달간의 관계·····································································56
• 4. 유아교사의 임파워먼트, 교사효능감, 교직헌신도가 전문성
• 발달에 미치는 상대적 영향력···············································61
• Ⅴ. 논의 및 결론
• 1. 요약 및 논의·····································································69
• 2. 결론 및 제언·····································································78
• 참고문헌················································································80
• 부록
• ABSTRACT