초록 열기/닫기 버튼
목적 본 연구는 영아보육교사가 지각한 전문성발달과 근무환경이 어떻게 군집화 되는지를 살펴보고, 군집유형에 따라 교사변인과교사효능감의 차이를 밝히고자 수행되었다. 방법 연구대상은 서울, 경기도, 대전, 부산지역의 영아보육교사 351명을 대상으로 전문성발달의 하위변인인 지식과 기술의 발달, 자기이해의 발달, 생태적 발달, 근무환경의 하위변인인 물리적 환경, 인적환경, 업무전문성지원환경을 활용하여 위계적 군집분석과K-means군집분석을 실시하였다. 군집유형에 따라 교사효능감의 차이를 확인하기 위하여 카이검증을 실시하였고, 교사효능감의차이를 확인하기 위하여 일원변량분석을 실시하여 분석하였다. 결과 첫째, 영아보육교사의 전문성발달과 근무환경 유형은 4개의 집단으로 구분되었으며, 그 특성을 반영하여 ‘전문성발달⋅근무환경 하위집단’, ‘근무환경 중심형집단’, ‘전문성발달 중심형집단’, ‘전문성발달⋅근무환경 상위집단’으로 명명하였다. 둘째, 군집유형에 따른 교사변인의 차이를 살펴본 결과, 영아보육교사의 연령, 어린이집유형은 군집유형에 따라 유의미한 차이가 나타났다. 셋째, 군집유형에 따른 교사효능감의 차이를 살펴본 결과, 일반적효능감, 개인효능감, 전체교사효능감은 군집유형에 따라 유의미한차이가 나타났으며, 사후검증결과 ‘전문성발달⋅근무환경 상위집단’에서 교사효능감이 가장 높은 것으로 나타났다. 결론 본 연구는 영아보육교사의 전문성발달과 근무환경의 군집유형과 특성을 확인하고 교사효능감에 긍정적인 영향을 미칠 수 있도록 적극적으로 강화할 수 있는 방안을 제시할 수 있는 정보를 제공하는데 의의를 가진다.
Objectives The purpose of this study was to investigate the difference of Child Care Teachers' Variable and teacher's efficacy by analyzing Professional Development and Work Environment Perceived by infant care teachers with cluster analysis. Methods The participants in the study were 351 childcare teachers in Seoul, Gyeonggi, Daejeon, and Busan province, cluster analysis using the sub-scales of professional development and work environmen was conducted. Then, the differences in Individual Variables of Day-Care Teachers were analyzed among sub-groups by using Chi-square analysis. also, the differences in Teacher's Efficacy were analyzed among sub-groups by using one-way ANOVA. Results First, there were four clusters according to infant care teacher’s professional development and work environment. Cluster 1 was named ‘Professional development and working environment low-group’, Cluster 2 was named ‘Working environment Centered group’, Cluster 3 was named ‘Professional development Centered group’, and Cluster 4 was named ‘Professional development and working environment high-group’. Second, as a result of examining the difference of Child Care Teacher Variable according to the type of professional development and work environment of infant care teachers, the Type of Child Care Center and age showed a significant difference according to the type of professional development and work environment. Third, as a result of examining the difference of teacher's efficacy according to the type of professional development and work environment of infant care teachers, the General efficacy, Personal Efficacy, teacher's efficacy showed a significant difference according to the type of professional development and work environment of infant care teacher. Conclusions The results of this study is meaningful in identifying characteristics of the professional development and the working environment of infant care teachers, and providing information that can suggest ways to actively influence teacher efficacy.
키워드열기/닫기 버튼
infant care teacher, professional development, work environment, teacher's efficacy, cluster analysis
