본 연구의 목적은 사립 유아교육기관에 근무하는 초임교사들의 갈등은 무엇인지, 갈등을 어떻게 조절해 나가는지, 또한 어떤 모습으로 안정되어 가는지를 이해하기 위한 것이다. 본 연구는 1년 미만의 근무경력을 가진 초임교사를 대상으로 질적 연구를 실행하였다. 연구결과, 첫째, 초임교사들은 원아확보 중심의 기관운영, 부모, 원장, 교사와의 관계와 생활지도에 치우친 교육, 위축감 등으로 갈등을 느낀다. 둘째, 초임교사들은 다면적인 지원과 시행착오를 통해서 갈등을 조절해 나가며, 갈등조절 과정에서는 순응, 저항, 무시, 회피 등의 복합적인 태도와 자기반성의 모습을 보인다. 셋째, 초임교사들은 문제를 해결하고 적응해 가면서 만족감과 함께 자신감과 노하우를 가지며, 발전을 원한다.

This study first aims to ascertain the conflicts novice teachers face, how they adjust to the conflicts, and how they get to be comfortable in kindergartens and child-care centers. The answers to these questions can be used to form the base of support programs for novice teachers in kindergartens and child-care centers. The subjects of this study were 20 novice teachers at kindergartens and child-care centers in the Chungbuk district of Korea. The novice teachers had less than one year of experience. This study used two individual in-depth interviews and one group in-depth interview. The contents of the interviews were transcribed and collected cases were encoded and classified into appropriate categories. The following results were obtained from the study. First, novice teachers have many conflicts because of the nature of the children's relationships with one another and with the teacher. As well, novice teachers experience conflict concerning the guidance and safety of the children. Second, novice teachers adjust to such conflicts through the support of experienced teachers, resources found in books and the internet, trial and error as well as complex attitudes and self-reflection. Third, through the process of adjusting, novice teachers gain satisfaction, self-confidence and know-how, as well as the support they need for development.

This study first aims to ascertain the conflicts novice teachers face, how they adjust to the conflicts, and how they get to be comfortable in kindergartens and child-care centers. The answers to these questions can be used to form the base of support programs for novice teachers in kindergartens and child-care centers. The subjects of this study were 20 novice teachers at kindergartens and child-care centers in the Chungbuk district of Korea. The novice teachers had less than one year of experience. This study used two individual in-depth interviews and one group in-depth interview. The contents of the interviews were transcribed and collected cases were encoded and classified into appropriate categories. The following results were obtained from the study. First, novice teachers have many conflicts because of the nature of the children's relationships with one another and with the teacher. As well, novice teachers experience conflict concerning the guidance and safety of the children. Second, novice teachers adjust to such conflicts through the support of experienced teachers, resources found in books and the internet, trial and error as well as complex attitudes and self-reflection. Third, through the process of adjusting, novice teachers gain satisfaction, self-confidence and know-how, as well as the support they need for development.