본 연구의 목적은 유아교육기관에 근무하고 있는 유아교사를 대상으로 교직전문성과 교직신념에 대해 어떻게 인식하고 있는지 알아보는데 있다. 본 연구의 대상은 전라북도에 위치한 유치원교사 200명과 어린이집 교사 200명이다. 연구결과는 첫째, 유아교사의 교직전문성 인식은 높은 편이다. 유아교사의 관련변인에 따라 전문성에 차이가 있다. 둘째, 유아교사의 교직신념 인식에 있어서 상호작용주의가 가장 높았으며, 교사의 관련 변인에 따른 교직신념은 유의미한 차이가 나타났다. 셋째, 유아교사의 교직전문성과 교직신념과의 관계는 유아교사의 교직전문성은 성숙주의 신념과 상호작용주의 신념에서 정적인 상관관계이며, 성숙주의 신념과 상호작용주의 신념을 지닌 유아교사는 교직전문성의 모든 하위영역과 정적인 상관관계가 나타났다.
본 연구의 목적은 유아교육기관에 근무하고 있는 유아교사를 대상으로 교직전문성과 교직신념에 대해 어떻게 인식하고 있는지 알아보는데 있다. 본 연구의 대상은 전라북도에 위치한 유치원교사 200명과 어린이집 교사 200명이다. 연구결과는 첫째, 유아교사의 교직전문성 인식은 높은 편이다. 유아교사의 관련변인에 따라 전문성에 차이가 있다. 둘째, 유아교사의 교직신념 인식에 있어서 상호작용주의가 가장 높았으며, 교사의 관련 변인에 따른 교직신념은 유의미한 차이가 나타났다. 셋째, 유아교사의 교직전문성과 교직신념과의 관계는 유아교사의 교직전문성은 성숙주의 신념과 상호작용주의 신념에서 정적인 상관관계이며, 성숙주의 신념과 상호작용주의 신념을 지닌 유아교사는 교직전문성의 모든 하위영역과 정적인 상관관계가 나타났다.
This study aims to investigate how the preschool teachers, working at the child care and educational institutions, realize the teaching professionalism and conviction. As the subjects, 200 kindergarten and 200 nursery school teachers, working in Jeollabok-Do, joined in this study. For the data ana...
This study aims to investigate how the preschool teachers, working at the child care and educational institutions, realize the teaching professionalism and conviction. As the subjects, 200 kindergarten and 200 nursery school teachers, working in Jeollabok-Do, joined in this study. For the data analysis of this study, the SPSS WINDOW 15.0 statistical program was used, and the frequency and percentage were calculated through the cross-tabulations for the general background of the participants. To verify the results, the T-test, one way ANOVA, and Duncan post-test were done. As the results of this study, first, the preschool teacher’s teaching professionalism score was higher. On the subordinated domain, the socially economical position was the lowest, and the vocational ethics was the highest. The field experience and educational background of the preschool teachers were higher, and the kindergarten teachers’ perception of the professionalism was higher. Second, on the preschool teachers’ teaching conviction, the interactionism was the highest, and maturity and behaviorism were in order of precedence. On the educational background, the maturity and interactionism of the teachers, graduated from the 4 year university, showed higher, and the teachers, graduated from community colleges, showed behaviorism. The interactional conviction of the kindergarten teachers was higher than one of the nursery school teachers. Third, on the relationship between the teaching professionalism and the teaching conviction of the preschool teachers, the preschool teachers’ teaching professionalism was statically correlated with the conviction of the maturity and the interactional conviction. And the preschool teachers, who had a conviction for the maturity and the interactional conviction, were statically correlated with all of the subordinated domains of the teaching professionalism.
This study aims to investigate how the preschool teachers, working at the child care and educational institutions, realize the teaching professionalism and conviction. As the subjects, 200 kindergarten and 200 nursery school teachers, working in Jeollabok-Do, joined in this study. For the data analysis of this study, the SPSS WINDOW 15.0 statistical program was used, and the frequency and percentage were calculated through the cross-tabulations for the general background of the participants. To verify the results, the T-test, one way ANOVA, and Duncan post-test were done. As the results of this study, first, the preschool teacher’s teaching professionalism score was higher. On the subordinated domain, the socially economical position was the lowest, and the vocational ethics was the highest. The field experience and educational background of the preschool teachers were higher, and the kindergarten teachers’ perception of the professionalism was higher. Second, on the preschool teachers’ teaching conviction, the interactionism was the highest, and maturity and behaviorism were in order of precedence. On the educational background, the maturity and interactionism of the teachers, graduated from the 4 year university, showed higher, and the teachers, graduated from community colleges, showed behaviorism. The interactional conviction of the kindergarten teachers was higher than one of the nursery school teachers. Third, on the relationship between the teaching professionalism and the teaching conviction of the preschool teachers, the preschool teachers’ teaching professionalism was statically correlated with the conviction of the maturity and the interactional conviction. And the preschool teachers, who had a conviction for the maturity and the interactional conviction, were statically correlated with all of the subordinated domains of the teaching professionalism.
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