[국내논문]장애전담어린이집 교사와 일반어린이집 교사의 역량강화와 직무만족도 분석 A study on empowerment and job satisfaction of the teachers in special daycare center and those in general daycare center원문보기
본 연구는 경남, 울산, 대구 지역의 일반어린이집 교사 152명과 장애전담어린이집 교사 197명으로 총 349명을 대상으로 역량강화와 직무만족도 수준의 차이를 살펴보고 직무만족도에 영향을 미치는 역량강화 요인을 분석하는데 목적이 있다. 본 연구의 결과를 살펴보면 먼저, 일반어린이집 교사들은 장애전담어린이집 교사보다 전체 역량강화, 전문성신장, 지위, 자아효능감에서 통계적으로 유의하게 높은 것을 나타났다. 둘째, 일반어린이집 교사는 장애전담어린이집 교사보다 전체 직무만족도와 보상, 동료애, 발전성이 유의미하게 높게 나타났다. 셋째, 직무만족도에 영향을 미치는 역량강화 요인을 살펴본 결과, 장애전담어린이집 교사의 직무만족도에 영향을 미치는 요인은 역량강화 요인은 지위, 자율성, 자아효능감으로 세 변인에 의해 62% 정도의 통계적 설명력을 가지는 것으로 나타났다. 그리고 일반어린이집 교사의 직무만족도는 지위, 자아효능감, 영향력 요인에 유미하게 설명되어지며, 이 세 변인에 의해 중 48% 정도의 설명력을 가지는 것으로 나타났다.
본 연구는 경남, 울산, 대구 지역의 일반어린이집 교사 152명과 장애전담어린이집 교사 197명으로 총 349명을 대상으로 역량강화와 직무만족도 수준의 차이를 살펴보고 직무만족도에 영향을 미치는 역량강화 요인을 분석하는데 목적이 있다. 본 연구의 결과를 살펴보면 먼저, 일반어린이집 교사들은 장애전담어린이집 교사보다 전체 역량강화, 전문성신장, 지위, 자아효능감에서 통계적으로 유의하게 높은 것을 나타났다. 둘째, 일반어린이집 교사는 장애전담어린이집 교사보다 전체 직무만족도와 보상, 동료애, 발전성이 유의미하게 높게 나타났다. 셋째, 직무만족도에 영향을 미치는 역량강화 요인을 살펴본 결과, 장애전담어린이집 교사의 직무만족도에 영향을 미치는 요인은 역량강화 요인은 지위, 자율성, 자아효능감으로 세 변인에 의해 62% 정도의 통계적 설명력을 가지는 것으로 나타났다. 그리고 일반어린이집 교사의 직무만족도는 지위, 자아효능감, 영향력 요인에 유미하게 설명되어지며, 이 세 변인에 의해 중 48% 정도의 설명력을 가지는 것으로 나타났다.
The aims of this study was to expand general understanding of empowerment and job satisfaction between teachers in special daycare center and those in general daycare center. The subjects of this study were 349 teachers working at .daycare center. Some were 152 teacher working at general daycare c...
The aims of this study was to expand general understanding of empowerment and job satisfaction between teachers in special daycare center and those in general daycare center. The subjects of this study were 349 teachers working at .daycare center. Some were 152 teacher working at general daycare center and other were 197 teacher working a special daycare center. The results of this study were as followed. First, in teacher empowerment. some significant differences was found between the groups, total empowerment, professional development, teacher status and personal-teaching efficacy of special daycare center teacher were to be lower than those of teachers in general daycare center. Second, in job satisfaction. some significant differences was found between the groups, total job satisfaction, reward, comradeship, possibilities of special daycare center teacher were to be lower than those of teachers in general daycare center. Third, through stepwise multiple regression, the empowerment variables on special daycare center teacher’s job satisfaction were teacher status, autonomy, personal-teaching efficacy which accounted for 62% of the variance in the data. And through stepwise multiple regression, empowerments variables on general daycare center teacher’s job satisfaction were teacher status, personal-teaching efficacy, teacher impact, which accounted for 48% of the variance in the data.
The aims of this study was to expand general understanding of empowerment and job satisfaction between teachers in special daycare center and those in general daycare center. The subjects of this study were 349 teachers working at .daycare center. Some were 152 teacher working at general daycare center and other were 197 teacher working a special daycare center. The results of this study were as followed. First, in teacher empowerment. some significant differences was found between the groups, total empowerment, professional development, teacher status and personal-teaching efficacy of special daycare center teacher were to be lower than those of teachers in general daycare center. Second, in job satisfaction. some significant differences was found between the groups, total job satisfaction, reward, comradeship, possibilities of special daycare center teacher were to be lower than those of teachers in general daycare center. Third, through stepwise multiple regression, the empowerment variables on special daycare center teacher’s job satisfaction were teacher status, autonomy, personal-teaching efficacy which accounted for 62% of the variance in the data. And through stepwise multiple regression, empowerments variables on general daycare center teacher’s job satisfaction were teacher status, personal-teaching efficacy, teacher impact, which accounted for 48% of the variance in the data.
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