유아교사의 교육신념, 반성적 사고와 교사-유아 상호작용이 민주적 학급 운영에 미치는 영향

Abstract

Objectives The purpose of this study was to examine the effects of early childhood teachers' educational beliefs, reflective thinking, and teacher-young children interaction on the democratic classroom management.
 Methods For data collection, 310 early childhood teachers in Gyeonsangnamdo were surveyed by questionnaires about teachers’ educational beliefs, reflective thinking, teacher-young children interaction, and democratic classroom management from 1 Feb. 2023 to 28 Feb. For data analysis, descriptive statistics, ANOVA, Pearson’s correlation, and hierarchical multiple regression analysis were used by SPSS 27.0. statistical program.
 Results First, early childhood teachers' educational beliefs, reflective thinking, teacher-young children interaction, and democratic classroom management were high level. Second, there were found some significant positive correlations among early childhood teachers’ educational beliefs, reflective thinking, teacher-young children interaction, and democratic classroom management. Third, early childhood teachers’ educational beliefs, reflective thinking, and teacher-young children interaction were found to influence on the democratic classroom management.
 Conclusions In order to promote early childhood teachers' democratic classroom management, it is important to increase the level of teaching beliefs, reflective thinking, and teacher-young children interaction is required to support this.