영아반 보육교사의 교사민감성에 영향을 미치는 변인 분석: 정서안정성, 대인관계 스트레스, 근무환경을 중심으로 (An Analysis of Variables Affecting Teacher Sensitivity of Infant Classes in Childcare Centers: Focus on Emotional Stability, Interpersonal Relationship Stress and Work Environment Variables)

서지정보

· 발행기관 : 한국아동학회
· 수록지 정보 : 아동학회지 / 38권 / 2호 / 205 ~ 218페이지
· 저자명 : 정유정, 김진욱

초록

Objective: This study examined the correlation between variables influencing teacher sensitivity to infant classes in Educare Center teachers and teacher sensitivity, by classifying their personal psychological, socio-psychological, and work environment variables. Furthermore, it aimed to inquire the extent to which these variables influence teacher sensitivity.
Methods: The study included 236 Educare Center teachers in charge of infant classes working in infant-caring facilities. Based on stepwise multiple regression analysis, a significance test was conducted for each variable.
Results: Firstly, according to the correlations regarding teacher sensitivity to infant classes, for sensitive interaction, emotional stability showed significant positive correlation, while there were significant negative correlations with relationships with the director, colleagues,and parents; mean working hours in other places; and mean daily personal time. For insensitive interaction, there were significant negative correlations with emotional stability and mean daily break time, while there were significant positive correlations with relationships with the director, colleagues, and parents. Secondly, regarding the influences on teacher sensitivity to infant classes, for sensitive interaction, the most significant influences consisted in the relationships with colleagues and parents. On the other hand, for insensitive interaction, the most significant influences were the relationship with colleagues and emotional stability.
Conclusion: Reducing interpersonal relationship stress and increasing the emotional stability of Educare Center teachers will increase their sensitivity level. Furthermore, the quality of care will be improved.

영어초록

Objective: This study examined the correlation between variables influencing teacher sensitivity to infant classes in Educare Center teachers and teacher sensitivity, by classifying their personal psychological, socio-psychological, and work environment variables. Furthermore, it aimed to inquire the extent to which these variables influence teacher sensitivity.
Methods: The study included 236 Educare Center teachers in charge of infant classes working in infant-caring facilities. Based on stepwise multiple regression analysis, a significance test was conducted for each variable.
Results: Firstly, according to the correlations regarding teacher sensitivity to infant classes, for sensitive interaction, emotional stability showed significant positive correlation, while there were significant negative correlations with relationships with the director, colleagues,and parents; mean working hours in other places; and mean daily personal time. For insensitive interaction, there were significant negative correlations with emotional stability and mean daily break time, while there were significant positive correlations with relationships with the director, colleagues, and parents. Secondly, regarding the influences on teacher sensitivity to infant classes, for sensitive interaction, the most significant influences consisted in the relationships with colleagues and parents. On the other hand, for insensitive interaction, the most significant influences were the relationship with colleagues and emotional stability.
Conclusion: Reducing interpersonal relationship stress and increasing the emotional stability of Educare Center teachers will increase their sensitivity level. Furthermore, the quality of care will be improved.

참고자료

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