초록 열기/닫기 버튼
본 연구의 목적은 유아교사의 환경소양과 환경감수성 간의 관계에서 환경교수효능감의 매개효과를 검증하는데있다. 연구대상은 G광역시 유아교육기관 유아교사 316명이다. 수집된 자료는 빈도와 백분율, 적률상관계수와 Baron과Kenny(1986) 회귀분석을 이용한 3단계 매개분석을 실시하였다. 연구결과 첫째, 유아교사의 환경소양과 환경감수성및 환경교수효능감의 모든 변인들이 유의미한 정적상관이 있는 것으로 나타났다. 둘째, 유아교사 환경소양이 환경감수성에 영향을 미칠 때 환경교수효능감이 매개를 하는지 확인한 결과 유아교사 환경소양이 환경감수성에 긍정적인 영향을미치는 것으로 나타났으며, 환경교수효능감이 부분 매개를 하는 것으로 확인되었다. 이러한 결과는 유아환경교육의필요성, 유아교사의 환경에 대한 가치와 태도에 긍정적인 영향을 줄 수 있을 것으로 기대하며 유아교사교육 프로그램개발을 위한 기초 자료로 활용될 수 있을 것으로 본다.
The purpose of this study is to verify the mediating effect of environmental teaching efficacy in the relationship between early childhood teachers' environmental literacy and environmental sensitivity. The subjects of the study were 316 early childhood teachers at an early childhood education institution in G city. The collected data were subjected to a three-step mediation analysis using frequency, percentage, moment-correlation coefficient, and regression analysis by Baron and Kenny (1986). As a result of the study, first, it was found that all variables of early childhood teachers' environmental literacy, environmental sensitivity, and environmental teaching efficacy had significant positive correlations. Second, as a result of confirming whether environmental teaching efficacy mediated when environmental literacy of early childhood teachers affects environmental sensitivity, it was found that environmental literacy of early childhood teachers had a positive effect on environmental susceptibility, and environmental teaching efficacy was found to mediate partly. Confirmed. These results are expected to have a positive impact on the necessity of early childhood environmental education and the value and attitude of early childhood teachers toward the environment, and it is expected that they can be used as basic data for early childhood teacher education and program development.
키워드열기/닫기 버튼
early childhood teachers, environmental literacy, environmental sensitivity, environmental teaching efficacy