Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

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The Influence of the Early Childhood Teacher's Emotional Expressiveness and Play Teaching Efficacy on the Children-Teacher Interaction

유아교사의 정서표현성과 놀이교수 효능감이 유아-교사 상호작용에 미치는 영향

  • Choi, In Sook (Division of Early Childhood Education, Wonkwang Health Science University)
  • 최인숙 (원광보건대학교 유아교육과)
  • Received : 2020.07.14
  • Accepted : 2020.11.06
  • Published : 2020.11.30
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Abstract

This study examined the influence of early childhood teacher's emotional expressiveness and play teaching efficacy on children-teacher interactions. The subjects of the study were 272 early childhood teachers. The instruments were the Emotional Expressiveness Scale, Play Teaching Efficacy Scale, and Children-teacher Interaction Scale. The SPSS 22.0 program was used to analyze the results of this study, and the data were analyzed through frequency and percentage, Pearson's probability correlation, and multiple regression analysis. The results of this study were as follows. First, there was a positive correlation among positive emotional expressiveness, which is a subcategory of emotional expressiveness, play teaching efficacy, and children-teacher interaction of early childhood teachers. On the other hand, there was a negative correlation with negative emotional expressiveness, which is a subcategory of emotional expressiveness. Second, children-teacher interactions of early childhood teachers were influenced by their emotional expressiveness and play teaching efficacy. In conclusion, this study revealed a significant correlation between the emotional expression of early childhood teachers, play teaching efficacy, and the children-teacher interaction, and that both variables were factors influencing the children-teacher interactions.

본 연구의 목적은 영유아교사의 정서표현성, 놀이교수효능감, 유아-교사 상호작용 간의 관계를 분석하고 정서표현성, 유아-교사 상호작용에 미치는 영향에 대해 알아보고자 한다. 이를 위하여 본 연구에서는 전라북도에 소재하고 있는 유아교육기관 13개소에 근무하고 있는 영유아교사 272명을 대상으로 설문 조사를 하였다. 본 연구에 사용 된 연구도구는 정서표현성 척도, 놀이교수 효능감 척도, 유아-교사 상호작용 척도이며 본 연구에 맞게 수정, 보완하여 사용하였다. 본 연구의 결과를 분석하기 위하여 SPSS 22.0 프로그램을 이용하였으며, 빈도와 백분율, Pearson의 적률상관관계, 중다회귀분석을 통해 자료를 분석하였다. 연구결과 첫째, 영유아교사의 정서표현성 중 긍정적 정서표현성, 놀이교수효능감, 유아-교사 상호작용 간에는 정적인 상관관계가 있는 것으로 나타났다. 그러나 정서표현성 중 부정적 정서표현성은 부적상관관계가 나타났다. 둘째 영유아교사의 정서표현성, 놀이교수효능감이 유아-교사 상호작용에 미치는 영향을 살펴 본 결과 모두 통계적으로 유의한 영향을 미치는 것으로 나타났다. 결론적으로 영유아교사의 정서표현성, 놀이교수 효능감, 유아-교사 상호작용 간에는 유의미한 상관이 있었으며, 두 변인 모두 유아-교사 상호작용에 영향을 미치는 요인임을 확인하였다는 점에서 본 연구의 의의를 찾을 수 있다.

Keywords

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