본 연구에서는 유아 언어 교수 효능감 개념을 검토하고 이에 대한 구성요인을 선정하여 보육교사를 대상으로 하는 유아 언어 교수 효능감 측정도구를 개발하는데 목적이 있다. 2차례의 예비조사를 거쳐 본조사에서는 보육교사 218명의 자료로 측정도구의 문항 양호도와 도구 양호도를 살펴보았다. 첫째, 문항 양호도를 검증한 결과, 상․하 집단 간의 문항 변별도는 양호하였으며, 하위 영역간에 정적인 상관관계가 존재하여 적절한 것으로 나타났다. 둘째, 도구 양호도를 검증한 결과, 내용타당도 및 구인타당도와 신뢰도 역시 적절한 것으로 나타났다. 이러한 분석 과정을 거쳐 확정된 측정도구는 교사 자기 보고용으로 5점 척도이며 일반적 언어 교수 효능감 12문항과 개인적 언어 교수 효능감 15문항으로 총 27문항으로 구성되었다. 본 연구에서 개발한 보육교사의 유아 언어 교수 효능감 측정도구는 문항과 도구 측면에서 모두 타당하고 신뢰할 만한 도구로 판정되었다.

The purpose of this study is to evaluate children's language teaching efficacy and to develop its measuring tools by selecting the composing factors for childcare teachers. Data were collected from 218 childcare teachers' and were used to develop the assessment tools for children’s language teaching efficacy. The results of the study are as follows: First, item discrimination between superior and inferior groups was found to be valid with respect to questionnaire satisfaction levels. There was a positive correlation between interior domains. Second, content validity, construct validity and reliability were found to be appropriate with respect to measuring tool satisfaction levels. Approved measuring tools through analytical process consist of 5 scales of childcare teachers’ self-reports and 27 questionnaires of 12 questionnaires designed to assess general language teaching efficacy and 15 questionnaires designed to assess personal language teaching efficacy. Therefore, the assessment tools used for evaluating children's language teaching efficacy by childcare teacher were reasonable and reliable.

The purpose of this study is to evaluate children's language teaching efficacy and to develop its measuring tools by selecting the composing factors for childcare teachers. Data were collected from 218 childcare teachers' and were used to develop the assessment tools for children’s language teaching efficacy. The results of the study are as follows: First, item discrimination between superior and inferior groups was found to be valid with respect to questionnaire satisfaction levels. There was a positive correlation between interior domains. Second, content validity, construct validity and reliability were found to be appropriate with respect to measuring tool satisfaction levels. Approved measuring tools through analytical process consist of 5 scales of childcare teachers’ self-reports and 27 questionnaires of 12 questionnaires designed to assess general language teaching efficacy and 15 questionnaires designed to assess personal language teaching efficacy. Therefore, the assessment tools used for evaluating children's language teaching efficacy by childcare teacher were reasonable and reliable.

childcare teacher, language teaching efficacy