영유아 문제행동지도를 위한 긍정적 행동지원 프로그램의 효과성 연구

Abstract

The purpose of this study is to examine the changes in teachers' instructional efficacy and perceptions of positive behavior support(PBS) by implementing a teacher education program based on PBS for teachers who experience difficulties in managing problem behaviors in early childhood education settings. The program was conducted with six preschool teachers in G Metropolitan City, and its effects were analyzed both quantitatively and qualitatively. The results are as follows: First, there was a significant difference in teachers' instructional efficacy in managing problem behaviors before and after the program, with personal efficacy showing the most significant difference. Second, only rule selection and guidance factors showed significant differences in the implementation of PBS. Third, there was no significant change in perceptions of PBS. Fourth, the changes in teachers' experiences and perceptions after implementing PBS were examined through interviews, which confirmed that teachers' understanding of young children's problem behaviors and their perceptions of these behaviors had positively changed. This study suggests further research to verify the actual positive changes in children's behavior as it serves as an exploratory study into the prevention of problem behaviors and the promotion of creativity through positive behavior support.