교사의 전문성이 영유아권리존중 실천에 미치는 영향과 직무열의 매개변인 효과 = The impact of teachers' expertise on the practice of respecting infants' rights, and the mediation variable effect of job enthusiasm

다국어 초록 (Multilingual Abstract)

In this study, we sought to determine the impact of daycare teachers' expertise on the practice of respecting the rights of infants and young children and the mediating variable effect of job enthusiasm.
This study collected data using a self-administered survey method to investigate the mediating variable effect of job enthusiasm on the impact of teachers' expertise on the practice of respecting the rights of infants and young children. In the process, reliability analysis was conducted using Cronbach's alpha coefficient to determine the internal consistency of the questionnaire, which was a measurement tool. Based on previous studies, the results of the test for differences in the practice of respecting infants and young children's rights according to general variables of childcare teachers were set up as a model with a statistically significant difference due to direct influence and a model with no significant difference with indirect influence.
The subjects of this study were 1,055 teachers at daycare centers nationwide, and a survey was conducted through a preliminary survey. The collected data were analyzed for effectiveness of the mediation effect using Windows SPSS 27.0 statistical program, one-way analysis of variance, Cronbach's alpha coefficient value, correlation analysis, regression analysis, path coefficient and standard error calculation, and bootstrapping method.
The main results are as follows:
First, in terms of teacher expertise, development of knowledge and skills was highest at 4.371, and in job enthusiasm, dedication was highest at 4.134. In the awareness of respect for rights, respect for work was the highest at 4.734, and in the practice of respecting the rights of infants and young children, respect for work was highest at 4.723.
Second, it was found that there was no significant difference in the practice of respecting the rights of infants and young children depending on the teacher's age, years of service, type of institution, and teacher's position.
Third, it was found that there was a positive correlation between teachers' practice of respecting the rights of infants and young children, professionalism, and job enthusiasm. In other words, the higher the childcare teacher's expertise and job enthusiasm, the higher the practice of respecting infants' rights.
Fourth, the factor that had the greatest influence on teachers' professionalism was professionalism, followed by job enthusiasm. Teachers' expertise was found to have a negative impact on the practice of respecting the rights of infants and young children, and job enthusiasm was found to have a negative impact on the practice of respecting the rights of infants and young children.
Fifth, it was found that there was no significant effect on the path of job enthusiasm → practice of respect for the rights of infants and young children. In other words, the development of teachers' knowledge and skills affected their job enthusiasm, but job enthusiasm did not appear to affect the practice of respecting the rights of infants and young children. It was found that the development of teachers' self-understanding influenced their job enthusiasm, but job enthusiasm did not appear to affect the practice of respecting the rights of infants and young children. In other words, it was found that although teachers' ecological development had an effect on their job enthusiasm, job enthusiasm did not affect the practice of respecting the rights of infants and young children. It was statistically verified that job enthusiasm was not a significant parameter in the relationship between teachers' ecological development and practice of respecting the rights of infants and young children.
In the absence of research on the mediating effect of job zeal in the impact of the expertise of daycare assistant teachers on the practice of respecting the rights of infants and young children, this study examines the problems of daycare assistant teachers' professional development, job enthusiasm, and practice of respecting the rights of infants and young children from various angles. I looked into it and found the research to be meaningful.

국문 초록 (Abstract)

이 연구에서는 교사의 전문성이 영유아권리존중 실천에 미치는 영향과 직무열의 매개변인 효과를 규명하고자 하였다.

연구대상자는 전국단위 어린이집 교사 1,055명을 대상으로 예비조사를 거쳐서 본 조사를 실시하였다. 수집된 자료는 Window SPSS 27.0 통계프로그램과 일원변량분석, 신뢰도분석, 상관분석, 회귀분석, 경로계수와 표준오차 산출, Bootstrapping 방법으로 매개효과 유효성을 분석하였다.

주요 결과는 다음과 같다.

첫째, 교사의 전문성, 직무열의, 영유아권리존중 실천의 일반적 경향을 보면, 교사의 전문성 평균은 4.297, 직무열의 평균은 4.025, 영유아권리존중 실천 평균은 4.683점으로 영유아권리존중 실천 수준이 교사의 전문성, 직무열의보다 높게 나타났다.

둘째, 교사의 일반적 배경 변인에 따른 영유아권리존중 실천 차이를 분석한 결과, 교사의 연령, 근무연수, 근무기관유형, 교사의 직위에 따라 영유아권리존중 실천 차이는 유의한 차이가 없는 것으로 나타났다. 반면, 교사의 학력과 담당학급 영유아연령에 따라 영유아권리존중의 실천에는 유의미한 차이가 나타났다.

셋째, 보육교사의 영유아권리존중 실천과 전문성, 직무열의 간에는 정적 상관관계가 있는 것으로 나타났다. 즉, 보육교사의 전문성과 직무열의가 높을수록 영유아권리존중 실천이 높게 나타났다. 이러한 연구 결과는 보육교사의 영유아권리존중 실천 하위요인과 전문성, 직무열의 하위요인 간에는 모두 정적 상관관계가 있는 것으로 나타났다.

넷째, 영유아권리존중 실천에 영향을 미치는 교사의 전문성과 직무열의 하위요인을 종합적으로 분석해 보면, 영유아권리존중 실천에 정적 영향을 미치는 요인은 지식과 기술의 발달, 생태적 발달과 헌신이었으며, 몰두는 영유아권리실천 존중에 부적인 영향을 미치며, 자기이해 발달과 활력은 유의미한 영향을 미치지 않았다.

다섯째, 교사의 전문성, 직무열의, 영유아권리존중 실천 간의 구조모형 분석에서 교사의 전문성은 직무열의에 영향을 미치고 직무열의는 영유아권리존중 실천에 영향을 미치는 것으로 나타났다.

본 연구는 어린이집 교사의 전문성이 영유아권리존중 실천이 미치는 영향에서 직무열의 매개효과에 대한 연구가 부재한 상태에서 어린이집 교사의 전문성 발달, 직무열의, 영유아권리존중 실천 등의 문제점을 다양한 각도로 살펴보았는데 연구의 의의가 있다.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 7
• 3. 용어의 정의 8
• Ⅱ. 이론적 배경 10
• 1. 영유아권리존중 10
• 2. 교사의 전문성 17
• 3. 직무열의 28
• 4. 영유아권리존중,교사의 전문성, 직무열의 간의 관계 37
• Ⅲ. 연구 방법 45
• 1. 연구 모형 45
• 2. 연구 대상 46
• 3. 연구 도구 49
• 4. 연구 절차 53
• 5. 자료 분석 54
• Ⅳ. 연구 결과 55
• 1. 교사의 전문성, 직무열의, 영유아권리존중 실천의 일반적 경향 55
• 2. 교사의 일반적 특성에 따른 영유아권리존중 실천 차이 분석 56
• 3. 교사의 전문성, 직무열의, 영유아권리존중 실천 간의 상관 분석 59
• 4. 교사의 전문성과 직무열의가 영유아권리존중 실천에 미치는 영향 62
• 5. 교사의 전문성, 직무열의, 영유아권리존중 실천 간의 구조모형 분석 75
• Ⅴ. 결론 및 제언 81
• 1. 요약 및 논의 81
• 2. 제언 89
• 참고문헌 91
• 부 록 106
• 국문초록 115