교원정책 평가연구 - 유치원 교사를 중심으로 (A Study on the Validity of the Policy of Early Childhood Teacher)

서지정보

· 발행기관 : 한국보육학회
· 수록지 정보 : 한국보육학회지 / 5권 / 1호 / 1 ~ 21페이지
· 저자명 : 윤건호

초록

본 연구는 유아교원정책이 타당성 있는지를 평가한 것이다. 평가목적을 수행하기 위하여 유아교원정책을 여섯 가지 영역(양성기관, 교육과정, 교육실습, 장학, 승진, 보수)으로 분류하여 조사연구에 의해 연구를 진행하였다. 연구문제를 해결하기 위해 이론적 배경을 토대로 연구모형을 구축하였고 이에 따라 연구를 진행하였다. 이 연구의 대상은 서울과 경기도의 유치원에 근무하는 209명의 유치원교사이다. 서울은 연구자가 직접 방문하여 설문조사를 실시하였고 나머지 지역은 보조원을 통해 조사를 하였다. 수집된 자료는 SPSS/PC 프로그램을 통해 분석을 하였으며 ANOVA와 사후검증을 실시하였다. 연구결과 유아교원정책의 타당성 수준은 낮은 수준이었다. 유아교원정책의 전체 영역에 있어서의 타당성 수준은 3.14를 나타내어 ‘조금 타당하지 않음’ 각 영역별 타당도는 2.56에서 4.59의 수준을 나타냈다. 유아교원정책의 6가지 영역 중 가장 높은 타당성을 보인 영역은 양성기관 영역으로 4.59(조금 타당함)의 수준을 나타내었다. 교육과정영역의 타당성 수준은 2.91을 나타냈고, 장학영역은 3.04를 나타내었고 승진영역에 있어서는 2.78을 나타내었다.

영어초록

The purpose of this study was to examine whether the policy of early childhood teacher was offered validly in that sort of facility. for attaining the purpose, six research questions were posed covering the validity level at teacher policy. In order to see if the policy of early childhood teacher was offered validly, questionnaire survey was conducted over teacher validity level at six areas of the policy of early childhood teacher : teacher education institute, curriculum, teacher field training, supervision, promotion, salary.
To address the research questions, a research model was built based on the theoretical background, by which this study was unfolded. The objects in this study were 209 selected teachers who were serving in early childhood education facility at Seoul and Kyunggi province, which in Seoul, the questionnaire survey was conducted by visiting the facilities, and in another regions, that was made by study supporter. The collected data were analyzed with SPSS/PC program, and ANOVA and posttests were carried out. the brief findings of the study of the validity level atthe policy of early childhood teacher were as below. The validity level(3.14) of the teachers investigated at the overall areas of the policy of early childhood teacher was little validity. Every group"s validity level ranged from 2.56 to 4.59. The area they expressed most validity at was teacher education institute (4.59), which was a little validity. The salary appeared to be not validity(2.56), and the teachers expressed the least validity at this area. The validity level of curriculum was 3.16. The validity level of teacher field training was 2.91. The validity level of supervision on early childhood education was 3.04 and the validity level of promotion on early childhood education was 2.78.

참고자료

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