보육교사의 셀프리더십이 전문성과 직무만족도에 미치는 영향 = Study on Influence of Self Leadership of Nursing Teachers on Professionalism and Job Satisfaction

다국어 초록 (Multilingual Abstract)

This study inquired an influence of nursing teachers' self leadership on professionalism and job satisfaction. The purpose of this study is to provide basic data to improve qualification of nursing teachers and self leadership to help teachers to enhance awareness and value.
Subjects of this study are as follows.
1. What influence does self leadership of nursing teachers have on professionalism?
2. What influence does self leadership of nursing teachers have on job satisfaction?
This study surveyed 290 nursing teachers working in day care centers located in P city and G city in Gyeongsangbuk-do. A total of 270 questionnaires were used for this study.

A tool developed by Manz(1989) and adapted by MinJeong Kim(2007) and corrected by JiAe Gu(2011), and HanByeol Jang(2015) was used to measure self leadership of nursing teachers. A tool developed by Lindsay and Lindsay(1987) and corrected by YuJin Kim (2003) and JeongMi Lee (2009) was used to measure professionalism of nursing teachers. A tool developed by Galloway(1982) and corrected by SunNam Do(2000) was used to measure job satisfaction of nursing teachers. Collected data were analyzed by using frequency analysis, reliability analysis and multiple regression analysis.
Findings of this study are as follows.
First, when examining an influence of self leadership of nursing teachers on professionalism, it was found that self leadership of nursing teachers had a significant positive influence on professionalism. It was found that cognitive strategy, subfactor of self leadership had a positive influence on social need, subfactor of professionalism. It was found that behavioral strategy, subfactor of self leadership had a positive influence on socioeconomic status, social service and autonomy, subfactors of professionalism. It was found that professional ethics, fairness, expertise, and professional organizations, subfactors of professionalism had a positive influence on cognitive strategy and behavioral strategy , subfactors of self leadership. The higher self leadership was, the higher influence on professionalism of nursing teachers was.
Second, when examining an influence of self leadership of nursing teachers on job satisfaction, it was found that self leadership of nursing teachers had a significant positive influence on job satisfaction. It was found that behavioral strategy, one of subfactor of self leadership had a significant positive influence on job satisfaction(job, relationship with director, relationship with colleagues, relationship with school parents, social recognition, support resources, welfare, pay, working environment, total score of job satisfaction). Cognitive factor was excluded. The higher self leadership was, the higher influence on job satisfaction of nursing teachers was.
This study found out that self leadership of nursing teachers played an important role in growth of nursing teachers as professional teachers and had a significant influence on job satisfaction.
In conclusion, combining a concept of self leadership to curriculum for improving professionalism of nursing teachers is effective in enhancing quality of nursing and strengthening self control and positive mind will raise job satisfaction. Findings of this study are expected to be used as basic data for promoting self leadership of nursing teachers.

국문 초록 (Abstract)

본 연구는 보육교사의 셀프리더십이 전문성과 직무만족도에 미치는 영향을 알아보았다. 본 연구를 통해 보육교사의 자질향상과 교사 스스로의 인식과 가치를 높일 수 있는 셀프리더십을 증진하기 위한 기초자료를 제공하는데 그 목적을 둔다.
이를 위해 본 연구에서 제시한 연구문제는 다음과 같다.
1. 보육교사의 셀프리더십이 전문성에 어떠한 영향을 미치는가?
2. 보육교사의 셀프리더십이 직무만족도에 어떠한 영향을 미치는가?
본 연구는 경상북도 (P, G)시에 소재한 보육교사들이다. 연구를 위하여 선정된 영유아를 담당하고 있는 보육교사 290명을 대상으로 설문조사를 하였으며, 270부를 본 연구에 사용하였다.
보육교사의 셀프리더십 측정도구는 Manz(1989)의 셀프리더십 측정도구를 김민정(2007)이 번안하고 구지애(2011), 장한별(2015)이 수정한 도구를 사용하였다. 보육교사의 전문성을 측정도구는 Lindsay와 Lindsay(1987)의 전문성 측정 도구를 김유진(2003), 이정미(2009)가 수정하여 사용한 도구를 예비조사 후 수정·보완하여 사용하였다. 또한 보육교사의 직무만족도 측정도구는 Galloway(1982)등이 교사의 직무만족도 측정도구를 바탕으로 도순남(2000)이 어린이집 교사에게 맞게 수정하여 사용한 도구를 예비조사 후 수정·보완하여 사용하였다. 수집된 자료 분석을 위해 빈도분석, 신뢰도분석, 다중회귀분석 등을 이용하여 분석하였다.
본 연구의 결과를 요약하면 다음과 같다.
첫째, 보육교사의 셀프리더십이 전문성에 미치는 영향력을 알아본 결과 전반적으로 유의미한 정적 영향이 있는 것으로 나타났다. 셀프리더십의 하위 요인인 인지적 전략은 전문성의 하위요인인 사회적 필요성에 정적 영향을 미치는 것으로 나타났고, 셀프리더십의 하위요인인 행동적 전략은 전문성의 하위요인인 사회 경제적 지위, 사회 봉사성, 자율성에 정적 영향을 미치는 것으로 나타났다. 또한 전문성의 하위요인인 직업윤리, 공정성, 전문적 지식과 기술, 전문직 단체, 전문성 총점은 셀프리더십의 하위요인인 인지적 전략과 행동적 전략 모두에 정적 영향을 미치는 것으로 나타났다. 따라서 셀프리더십이 수준이 높을수록 보육교사들의 전문성에 영향을 미치는 것으로 나타났다.
둘째, 보육교사의 셀프리더십이 직무만족도에 미치는 영향력을 알아본 결과 전반적으로 유의미한 정적 영향을 미치는 것으로 나타났다. 셀프리더십의 하위요인 중 행동적 전략요인이 직무만족도(직무자체, 원장과의 관계, 동료교사와의 관계, 학부모와의 관계, 사회적 인정, 지지자원 및 복지, 보수 관련, 근무환경관련, 직무만족도 총점)에 유의한 정적 영향을 미치는 것으로 나타났다. 그러나 인지적 요인은 제외되었다. 따라서 셀프리더십이 수준이 높을수록 보육교사의 직무만족도에 영향을 미치는 것으로 나타났다.
본 연구는 보육교사의 셀프리더십이 전문성과 직무만족도에 미치는 영향을 살펴봄으로써 셀프리더십이 전문성을 가진 보육교사로서 성장 할 수 있도록 함에 있어서 중요한 역할을 하는 요인이며, 직무만족도에도 중요한 영향을 미치는 요인임을 알 수 있었다.
결론적으로 셀프리더십 개념을 보육교사들의 전문성 향상을 위한 교육과정에 접목시킨다면 보육의 질을 높이는데 효과적이라 할 수 있을 것이며, 내적 조절과 자신의 긍정적인 생각을 강화할수록 직무만족도를 높일 수 있을 것이다. 이에 본 연구는 보육교사의 셀프리더십을 증진할 수 있는 기초자료를 제공할 수 있길 기대한다.

목차 (Table of Contents)

• Ⅰ. 서론 ······················································ 1
• 1. 연구의 필요성 및 목적 ··················································· 1
• 2. 연구문제 ······································································ 5
• 3. 용어의 정의 ·································································· 6
• 4. 연구의 제한점 ······························································· 8
• Ⅱ. 이론적 배경 ············································ 9
• 1. 보육교사의 셀프리더십 ··················································· 9
• 1) 셀프리더십 개념 ·························································· 9
• 2) 셀프리더십의 구성요인 ·················································· 12
• 2. 보육교사의 전문성 ························································· 16
• 1) 전문성 개념 ······························································· 16
• 2) 전문성의 구성요인 ······················································· 18
• 3. 보육교사의 직무만족도 ··················································· 22
• 1) 직무만족도 개념 ·························································· 22
• 2) 직무만족도 구성요인 ···················································· 23
• 4. 선행연구 고찰 ······························································ 27
• 1) 보육교사 셀프리더십과 전문성의 관계에 대한 선행연구 ···········27
• 2) 셀프리더십과 직무만족도의 관계에 대한 선행연구 ················· 29
• Ⅲ. 연구 방법 ·············································· 31
• 1. 연구 대상 ·································································· 31
• 2. 연구 도구 ·································································· 33
• 3. 연구 절차 ·································································· 36
• 4. 자료 처리 ·································································· 37
• Ⅳ. 연구 결과 및 해석 ····································· 38
• 1. 보육교사의 셀프리더십이 보육교사의 전문성에 미치는 영향······· 38
• 2. 보육교사의 셀프리더십이 보육교사의 직무만족도에 미치는 영향·· 43
• Ⅴ. 논의 및 결론 ··········································· 47
• 1. 논의 ········································································ 47
• 2. 결론 및 제언································································ 51
• 참고문헌 ···················································· 53
• 부록 ························································· 60