본 연구는 보육 프로그램의 질에 영향을 미치는 교사 관련 변인들을 통합적으로 분석하여 인과경로를 밝히고자 하는 목적에서 시도되었다. 연구대상은 부산광역시 및 경상남도에 소재한 67개 어린이집에 재직 중인 교사 398명으로, 교사의 일반적 배경 및 심리적 특성(자아존중감, 교사효능감), 교육관(교사신념, 전문성인식), 직무스트레스, 직무태도(직무만족도, 소진, 이직의도, 조직헌신도) 변인을 중심으로 살펴보았다. 연구결과 직무만족도가 보육 프로그램의 질에 가장 큰 직접적인 영향을 미치는 것으로, 전문성인식이 가장 큰 간접적인 영향을 미치며 전체적으로도 가강 큰 영항을 미치는 것으로 나타나 교사의 전문성 인식이 보육 프로그램의 질을 가장 잘 예측할 수 있는 변인임을 알 수 있었다.
본 연구는 보육 프로그램의 질에 영향을 미치는 교사 관련 변인들을 통합적으로 분석하여 인과경로를 밝히고자 하는 목적에서 시도되었다. 연구대상은 부산광역시 및 경상남도에 소재한 67개 어린이집에 재직 중인 교사 398명으로, 교사의 일반적 배경 및 심리적 특성(자아존중감, 교사효능감), 교육관(교사신념, 전문성인식), 직무스트레스, 직무태도(직무만족도, 소진, 이직의도, 조직헌신도) 변인을 중심으로 살펴보았다. 연구결과 직무만족도가 보육 프로그램의 질에 가장 큰 직접적인 영향을 미치는 것으로, 전문성인식이 가장 큰 간접적인 영향을 미치며 전체적으로도 가강 큰 영항을 미치는 것으로 나타나 교사의 전문성 인식이 보육 프로그램의 질을 가장 잘 예측할 수 있는 변인임을 알 수 있었다.
The purpose of the study were to analyze teacher related variables affecting the quality of child care program. The teacher related variables explored in this study were teacher"s general background, teacher"s psychological trait(teacher efficacy, self esteem), educational view(teacher beliefs, prof...
The purpose of the study were to analyze teacher related variables affecting the quality of child care program. The teacher related variables explored in this study were teacher"s general background, teacher"s psychological trait(teacher efficacy, self esteem), educational view(teacher beliefs, professional recognition), job stress, job attitude(job satisfaction, burnout, leave attention, organizational commitment). The subjects were 398 child care teachers employed in 67 child care centers in Pusan and Kyungnam province. Data were collected through questionnaires and analyzed by multiple regression analysis, path analysis. Major findings were as follows; 1. Among teacher related variables, teacher"s individual efficacy, teacher beliefs, professional recognition, teacher"s job stress, teacher"s job satisfaction, burnout are affecting quality of child care program. 2. The most powerful direct predictor of teacher related variables to quality of child care program was job satisfaction and the most powerful indirect predictor was teacher"s professional recognition. Totally teacher"s professional recognition was the most powerful predictor to quality of child care program. In conclusion, the findings of the study indicated that teacher"s professional recognition was significant variables affecting the quality of child care program. therefore, it was strongly suggested that program-developers and policy-makers should consider to enhance teacher"s professional recognition into policies, in order to improve quality of child care program.
The purpose of the study were to analyze teacher related variables affecting the quality of child care program. The teacher related variables explored in this study were teacher"s general background, teacher"s psychological trait(teacher efficacy, self esteem), educational view(teacher beliefs, professional recognition), job stress, job attitude(job satisfaction, burnout, leave attention, organizational commitment). The subjects were 398 child care teachers employed in 67 child care centers in Pusan and Kyungnam province. Data were collected through questionnaires and analyzed by multiple regression analysis, path analysis. Major findings were as follows; 1. Among teacher related variables, teacher"s individual efficacy, teacher beliefs, professional recognition, teacher"s job stress, teacher"s job satisfaction, burnout are affecting quality of child care program. 2. The most powerful direct predictor of teacher related variables to quality of child care program was job satisfaction and the most powerful indirect predictor was teacher"s professional recognition. Totally teacher"s professional recognition was the most powerful predictor to quality of child care program. In conclusion, the findings of the study indicated that teacher"s professional recognition was significant variables affecting the quality of child care program. therefore, it was strongly suggested that program-developers and policy-makers should consider to enhance teacher"s professional recognition into policies, in order to improve quality of child care program.
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