유아교사의 유아교육기관 ESG 인식 및 중요도에 따른 교육 요구도 분석 (Analysis of the Need for Education Based on the Awareness and Importance of ESG in Early Childhood Education Institutions among Kindergarten Teachers)

서지정보

· 발행기관 : 학습자중심교과교육학회
· 수록지 정보 : 학습자중심교과교육연구 / 24권 / 8호 / 27 ~ 41페이지
· 저자명 : 조혜영

초록

목적 본 연구는 Borich 요구도와 The Locus for Focus model을 활용하여 유아교사의 ESG 현재 인식 수준 및 중요도 분석결과에 따른 교육 요구도를 알아보는 데 목적이 있다.
방법 이를 위해 수도권(서울, 경기도, 인천) 지역 유치원 교사 202명을 대상으로 SPSS 23.0과 엑셀 프로그램 이용하여 연구를 진행하였다. IPA 분석을 통해 개선이 시급한 분야와 과잉분야를 알아보았다. ESG에 대한 현재 수준과 중요도 간의 차이는 t검증하 였고, Borich 요구도와 The Locus for Focus Model을 통해 교육지원의 우선순위를 비교하여 최우선순위를 결정하였다. 결과 주요결과는 첫째, IPA의 HH는 총 4개로 모두 S(사회)영역으로 나타났다. HL은 총 3개로 E(환경) 2개 영역, G(지배구조) 1개 영역으로 나타났다. LL은 총 3개로 E(환경), S(사회), G(지배구조) 각 1개 영역으로 나타났다. LH는 총 4개로 E(환경)와 G(지배구 조) 각 2개 영역으로 나타났다. 둘째, ESG 항목에 대한 현재 인식 수준과 중요도 간의 차이를 분석한 결과, E(환경)영역의 ‘유아교육 기관에서 발생되는 폐기물 재활용’, ‘유아교육기관 환경경영정책 실행’, ‘유아교육기관 환경성과 평가체계 구축’ 항목과 S(사회)영 역의 ‘유아교육기관 구성원 고용안정 정책 수립 및 실행’, ‘유아교육기관 협력사 공정거래, 부패방지, 윤리경영 확보 방침 수립 및 실행’ 항목과 G(지배구조)영역의 ‘유아교육기관 홈페이지 경영활동 결과 공시’, ‘유아교육기관 부적절한 경영 승계 수단 방지’ 항목 에서 통계적으로 유의미한 차이가 나타났고, 현재 인식 수준에 비해 중요도가 더 높게 나타났다. Borich 요구도의 우선순위는 ‘유아 교육기관에서 발생되는 폐기물 재활용’, ‘유아교육기관 부적절한 경영 승계 수단 방지’, ‘유아교육기관 환경경영정책 실행’, ‘유아교육기관 홈페이지 경영활동 결과 공시’, ‘유아교육기관 협력사 공정거래, 부패방지, 윤리경영 확보 방침 수립 및 실행’ 순으로 나타났 다. 셋째, The Locus for Focus model 분석결과, HH영역은 5개(‘유아교육기관에서 발생되는 폐기물 재활용’, ‘유아교육기관 환경경영정책 실행’, ‘유아교육기관 구성원 고용안정 정책 수립 및 실행’, ‘유아교육기관 협력사 공정거래, 부패방지, 윤리경영 확보 방침 수립 및 실행’, ‘유아교육기관 부적절한 경영 승계 수단 방지’) 항목으로 나타났다. 넷째, ‘유아교육기관에서 발생되는 폐기물 재활용’, ‘유아교육기관 환경경영정책 실행’, ‘유아교육기관 구성원 고용안정 정책 수립 및 실행’, ‘유아교육기관 구성원 안정성 정책 수립 및 실행’, ‘유아교육기관 협력사 공정거래, 부패방지, 윤리경영 확보방침 수립 및 실행’ 항목에서 공통적인 우선순위로 나타나 최우선순위 교육지원이 요구되는 결과이다.
결론 본 연구결과는 유아교육기관에서의 ESG 실천을 통해 지속발전 가능성에 대한 인식을 제고시켜야 함을 시사하는 것이다. 더나아가 ESG 인식 개선을 위해 놀이중심으로 지원함으로써 생활 속에서부터 유아의 ESG 실천을 도와주어야 할 것이다.

영어초록

Objectives The purpose of this study is to explore the educational needs of early childhood educators based on the analysis of their current awareness levels and perceived importance of ESG, utilizing the Borich needs assessment and The Locus for Focus model.
Methods For this purpose, a study was conducted with 202 kindergarten teachers in the metropolitan area(Seoul, Gyeonggi Province, Incheon) using SPSS 23.0 and Excel programs. Through IPA analysis, we identified areasin need ofimprovement and areasofexcess. We conducted a t-test to examine the difference between the current level and importance of ESG. Additionally, we determined the top priority for educational support by comparing the Borich needs assessment and The Locus for Focus Model.
Results The main results are as follows, First, within the IPA framework, HH was categorized into four areas, all of which fall under the “S” domain. HL comprised a total of three areas, with two falling under the “E” domain and one falling under the “G” domain. LL also had a total of three areas, with one falling under each of the “E”, “S”, and “G” domains. LH consisted of four areas, with two categorized under the “E” and “G” domains. Second, The analysis of the difference between the current perception levels and importance of ESG items revealed statistically significant differences in the “E” domain. Specifically, there were significant differences inthe items related to ‘waste recycling in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ and ‘establishment of environmental performance evaluation systems in early childhood education institutions.’ In the “S” domain, there were statistically significant differences observed for the items related to the establishmentand implementation of policies for employee stability within early childhood education institutions, as well as the establishmentand implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions. Similarly, in the “G” domain, statistically significant differences were found for the items related to ‘public disclosure of management activities’ onthe website of early childhood education institutions and ‘prevention of inappropriate succession methods in early childhood education institutions.’ These differencesindicatethat these items are perceived as more important than the current level of awareness. According to the Borich Needs Assessment, the priority areas were ranked as follows:‘wasterecycling in early childhood education institutions,’ ‘prevention of inappropriate succession methods in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ ‘public disclosure of the management activities on the early childhood education institution’ swebsite, ‘and’ establishmentand implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions.' Third, According to the analysis of The Locus for Focus model, the HH domain consists of 5 items, including ‘waste recycling in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ ‘establishment and implementation of policies for employee stability within early childhood education institutions,’ and ‘establishment and implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions,’ as well as ‘prevention of inappropriate succession methods in early childhood education institutions.’ Fourth, The results indicate a common priority for the followingitems‘waste recyclingin early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ ‘establishmentand implementation of policies for employeestability within early childhood education institutions,’ ‘establishmentand implementation of stability policies formembers within early childhood education institutions,’ and ‘establishmentand implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions. ’These items collectively require the highest priorityin terms of educational support.
Conclusions The findings of this study indicate the need toenhanceawareness of sustainability by implementing ESG practices in early childhood education institutions. Furthermore, we should support children's ESG practices in their daily lives by offering play-based assistance to enhance their awareness of ESG.

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