문화기술의 융합 (The Journal of the Convergence on Culture Technology)

  • 제10권3호
  • /
  • Pages.513-518
  • /
  • 2024
  • /
  • 2384-0358(pISSN)
  • /
  • 2384-0366(eISSN)
국제문화기술진흥원 (The International Promotion Agency of Culture Technology)
권호 표지
DOI QR코드

DOI QR Code

유아교사의 직무자율성이 교수창의성과 놀이지원역량에 미치는 영향

The Effect of Job Autonomy of Early Childhood Teachers on Teaching Creativity and Play Support Competency

  • 정유진 (전남대학교 유아교육과)
  • Jung yujin (Dept. of Early Childhood Education, Chonnam National niv)
  • 투고 : 2024.03.04
  • 심사 : 2024.04.30
  • 발행 : 2024.05.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 유아교사의 직무자율성과 교수창의성, 놀이지원역량의 관계와 영향에 대해 밝혀보자 하였다. 연구대상은 G시에 소재한 유아교사를 252명을 임의 표집하고, 직무자율성, 교수창의성과 놀이지원역량에 관한 설문조사를 실시하였다. 수집된 자료는 SPSS 21.0 프로그램을 통해 Pearson의 적률상관계수와 다중회귀분석을 실시하였다. 본 연구의 결과는 유아교사의 직무자율성, 교수창의성과 놀이지원역량은 정적 상관관계를 나타냈으며, 직무자율성은 교수창의성과 놀이지원역량에 영향을 미치는 것으로 나타났다. 본 연구의 결과를 통해 직무자율성이 교수창의성과 놀이지원역량에 미치는 영향력을 밝힘으로써 2019 개정 누리과정에서 강조하는 놀이중심, 유아중심의 교육과정을 실행하기 위해서 유아교사의 직무자율성을 보장하기 위한 환경조성과 유아교사의 직무 연수 프로그램 개발을 위한 기초자료를 제공할 수 있을 것으로 기대된다.

This study was to investigate the relationship and impact the job autonomy, teaching creativity and play support competency of early childhood teachers. As the research subjects, 252 early childhood teachers in G City were randomly sampled, and a questionnaire survey was conducted. The collected data were subjected to Pearson's correlation analysis and multiple regression analysis through the SPSS 21.0 program. The results of this study showed a positive correlation between job autonomy, teaching creativity and play support competency of early childhood teachers, and job autonomy affect teaching creativity and play support competency. The results of this study are expected to reveal the impact of job autonomy on teaching creativity and play support competency, providing basic data for creating an environment to guarantee and the development of job training programs for early childhood teachers.

키워드

참고문헌

  1. Pearson, L. C., and Moomaw, W, "The relationship between teacher autonomy and stress, work satisfaction, empowerment, professionalism," Educational Research Quarterly, Vol. 29, No. 1, pp. 38-54, 2005.
  2. Wall, T. D., Jackson, P. R., and Davids, K, "Operator work design and robotics system performance: A serendipitous field study," Journal of Applied Psychology, Vol. 77, No. 3, pp. 353-362, 1992 https://doi.org/10.1037/0021-9010.77.3.353
  3. Hackman, J. R., and Oldham, G. R, "Development of the job diagnostic survey," Journal of Applied Psychology, Vol. 60, No. 2, pp. 159-170, 1975. https://doi.org/10.1037/h0076546
  4. H.J. Choi, and H.J. SHIN, "The Relationship between Early Childhood Teacher Efficacy and Happiness: The Mediation Effect of Instructional Creativity Moderated by Job Autonomy," Journal of Educational Innovation Research, Vol. 33, No. 1, pp. 151-173, 2023. DOI: http://dx.doi.org/10.21024/pnuedi.33.1.202303.151
  5. The Ministry of Education, Practice manual for 2023 teacher qualification examination. the Faculty Training Division of the Ministry of Education, Department of Education's Teacher Training Division, 2023.
  6. H.I. Lee, The effect of job autonomy of teachers in innovative schools on adaptive performance.: The mediating effect of self-leadership and the moderating effect of teacher expertise, Educational Administration.Leadership Graduate School of Education Incheon National University
  7. Halliwell, S., Teacher creativity and teacher education. In D. Bridges, & T. Kerry (Eds.). Developing teacher professionally: Reflections for initial and in-service trainers (pp. 67-78). London: Routledge.1993
  8. Kaufman, J. C., Creativity 101. New York, NY: Springer Publishing Company, LLC. (2009).
  9. D.W. Kim, "The Role of Teachers in the 2019 Revised Nuri Curriculum and exploring the Possibilities as an Emergent Curriculum," Journal of the convergence on culture technology(JCCT), Vol. 7, No. 1, pp .343-351, 2021. DOI: 10.17703/JCCT.2021.7.1.343
  10. W.J. JO, "content development of early childhood teachers' competencies in supporting play," early childhood education & care, Vol. 15, No. 4, 83-102, 2020. DOI: 10.16978/ecec.2020.15.4.004
  11. J.S.Yim, The Structural Relationship between Creative Leadership by Heads of Early Childhood Education Institutions and Teachers' Teaching Creativity, Play Teaching Efficacy, and Play Support Competence: The Mediating Effects of Teaching Creativity and Play Teaching Efficacy, Department of Education Graduate School Anyang University, 2021.
  12. M.S.Jung, The Effects of a Daycare Center Director's Empowering Leadership on Childcare Teacher's Job Embeddedness: Focusing on the Moderated Mediation Effect of Intrinsic and Extrinsic Motivation Orientations by Job Autonomy. Department of Early Childhood Education Graduate School, Pusan National University 2021.
  13. Y.S. Baek, H.T. Kim, "Validation of the Self Rating Scales for Early Childhood Teacher's Creativity," Early Childhood Education Research & Review, Vol. 12, No.3, pp. 111-128, 2008.
  14. H.R.Kim, Development and Validation of the Play Support Competency Scale for Early Childhood Teachers. Department of Education Graduate School Anyang University, 2021.
  15. W.J. Kim and H.S. Min, "The effects of kindergarten directors' moral leadership on early childhood teachers' autonomy and job satisfaction," The Korea Society for Early Childhood Education , Vol. 33, No. 2, pp. 237-257, 2013. https://doi.org/10.18023/kjece.2013.33.2.011
  16. H.K. Lee, "An Analysis of Perception and Actual Condition of Early Childhood Teachers' Autonomy," Early Childhood Education Research & Review, Vol. 12, No.5, 179-204, 2008.
  17. M. Joo and S.O. Jang, "The Effect of Early Childhood Teachers' Autonomy and Play Support Competency on the Play Implementation of the 2019 Revised Nuri Curriculum," The Journal of Learner-Centered Curriculum and Instruction, Vol. 23, No.12, pp.319-334, 2023 https://doi.org/10.22251/jlcci.2023.23.12.319