Journal of the Korea Convergence Society (한국융합학회논문지)

Korea Convergence Society (한국융합학회)
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A Convergence Approach to Exploring Factors Affecting Teacher Efficacy of Early Childhood Teachers

유아교사의 교사효능감 영향요인 탐색을 위한 융합적 접근

  • Park, Hye Jung (Dept. of Early Childhood Education, Daejeon Inst. of Science and Technology) ;
  • Lee, Yeon Gyu (Dept. of Early Childhood Education, Daejeon Inst. of Science and Technology) ;
  • Kim, Mi Jin (Dept. of Nursing Science, Daejeon Inst. of Science and Technology)
  • 박혜정 (대전과학기술대학교 유아교육과) ;
  • 이연규 (대전과학기술대학교 유아교육과) ;
  • 김미진 (대전과학기술대학교 간호학과)
  • Received : 2020.10.08
  • Accepted : 2020.11.20
  • Published : 2020.11.28
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Abstract

In this study, data were collected from currently employed early childhood teachers in order to explore the factors affecting the teacher efficacy of early childhood teachers and 202 data were analyzed. Frequency analysis, correlation analysis, and multiple regression analysis were performed on the subjects' general characteristics, empathy, resilience, and teacher efficacy. As a result of the study, factors influencing early childhood teachers' teacher efficacy were identified as educational experience, job achievement, empathy, and resilience, and the explanatory power of the variable was 57.2% (F=45.848, p<.001). In conclusion, the higher the resilience (β=.480), job achievement (β=.286), teaching experience (β=.197), and empathy (β=.141) of early childhood teachers the higher the teacher efficacy was. Therefore, the development and education of a curriculum that combines regular and non-regular education programs that can improve resilience, job achievement, and empathy from the period as pre-service teachers are required to improve teacher efficacy of early childhood teachers.

본 연구는 유아교사의 교사효능감에 영향을 미치는 요인을 탐색하기 위해 현재 재직 중인 유아교사를 대상으로 자료 수집하여 202명 자료를 분석하였다. 대상자의 일반적 특성과 공감, 회복탄력성, 교사효능감에 대한 빈도분석, 상관분석, 다중 회귀분석을 시행하였다. 연구결과 유아교사의 교사효능감 영향요인은 교육경력, 직무성취도, 공감, 회복탄력성으로 확인되었으며 설명력은 57.2%로 나타났다(F=45.848, p<.001). 결론적으로 유아교사의 교사효능감은 회복탄력성(β=.480)이 높을수록, 직무성취도(β=.286)가 높을수록, 교육경력(β=.197)이 많을수록, 공감(β=.141)능력이 높을수록 증가되는 것으로 나타났다. 따라서 유아교사의 교사효능감 증진을 위해 예비유아교사 시기부터 회복탄력성, 직무성취도, 공감능력을 증진시킬 수 있는 정규교육과 비정규교육과정을 융합한 교육과정 개발 및 교육이 요구된다.

Keywords

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