유아교사의 교수효능감과 전문성 인식 및 의사소통능력의 관계 연구 (The Relationships among Teaching Efficacy, Professional Recognition and Communication Competence of Early Childhood Teachers)

서지정보

· 발행기관 : 한국영유아교원교육학회
· 수록지 정보 : 유아교육학논집 / 13권 / 6호 / 5 ~ 25페이지
· 저자명 : 김세루, 천혜경, 안상화, 홍혜경

초록

본 연구는 유아교사의 교수효능감, 전문성 인식 및 의사소통능력간의 관계를 분석하기 위하여 G광역시, J도 유치원 교사 225명을 연구대상으로 하였다. 수집된 자료는 Pearson 상관분석과 중다회귀분석을 실시하였다. 연구결과는 유아교사의 교수효능감과 전문성 인식, 교수효능감과 의사소통능력 간에 모두 정적인 상관이 있는 것으로 나타났다. 또한 교수효능감에 대한 교사 전문성 인식과 의사소통능력이 영향력이 있는 것으로 나타났다. 그 결과, 유아교사의 교수효능감에 영향을 주는 전문성 인식과 의사소통능력을 바탕으로 유아교사가 유아들을 효과적으로 교육하기 위한 기초자료를 구성하며, 교수효능감을 증진시키기 위한 구체적인 방안에 대하여 모색하고 이를 위한 교사교육 프로그램을 개발할 필요성이 제기된다.

영어초록

This study was aimed to explore the relationships among teaching efficacy, professional recognition and communication competence of early childhood teachers. For this purpose, research questions were formulated as follows: Is there any relation between teaching efficacy and professional recognition of early childhood teachers? Is there any relation between teaching efficacy and communication competence of early childhood teachers? To what extent can teaching efficacy be predicted from professional recognition? To what extent can teaching efficacy be predicted from communication competence?
The subjects of this study were 225 teachers who were working in kindergartens in G Metropolitan City and J Province. All participants were surveyed using 3 instruments: Teaching efficacy was measured by revising and supplementing the Science Teaching Efficacy Belief Instrument developed by Enochs & Riggs (1990), professional recognition of early childhood teachers was measured by the instrument developed by Kyung Lee (2001) and Communication competence was measured by using the Global Interpersonal Communication Competence Scale (GICC) developed by Kyung-ho Huh (2003). Data was analyzed by Pearson’s r and multiple Regression analysis.
The results showed that there were significant correlations between teaching efficacy and professional recognition, and between teaching efficacy and communication competence of early childhood teachers. Furthermore, professional recognition and communication competence are reliable predictors of teaching efficacy. We need to actively develop programs to increase early childhood teachers’ teaching efficacy through enhancing professional recognition and communication competence.

참고자료

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