영유아교사의 셀프리더십(self-leadership) 연구 동향과 과제

Abstract

The purpose of this study is to identify research trends related to the self-leadership of early childhood teachers, in order to provide foundational data for future research. For this purpose, 50 papers related to self-leadership of early childhood teachers published in academic journals registered by the National Research Foundation of Korea (NRF) from January 2009, when research targeting early childhood teachers began to be published in academic journals, to October 2023, were selected for analysis to determine general trends, the research design, related variables, and research results were analyzed as criteria. The main research results are as follows. First, research on self-leadership for early childhood teachers has been consistently published every year, but there have been no clear trends of increase or decrease. The majority of research subjects were daycare teachers at 42.0%, studies investigating a single region at 46.0%, and studies involving cases with from 200 to 300 people were the largest at 50.0%. Second, with regard to research design, the majority of studies treated self-leadership as an independent variable (56.0%), and all 50 studies were quantitative research. The scales used in the study were mainly adapted and modified overseas scale, and 82.0% of the studies did not verify the validity of the scales. As a hypothesis testing method, 74.0% of studies conducted regression analysis to verify the influence of self-leadership. Third, the variables adopted as dependent variables of self-leadership were teaching profession-related variables such as teaching orientation, role performance, and job satisfaction, which accounted for the most at 52.3% of all studies. The variables adopted as independent variables of self-leadership were internal personal variables such as the teacher's self-concept and ego-resilience, which accounted for the most at 65.2% of all studies. Most of the research results reported positive effects, but differences between researchers were reported in some variables. In this study, it was proposed that research on the self-leadership of early childhood teachers should incorporate a variety of research methods, including literature review, qualitative research, and field studies. Additionally, there is a need to explore reliability and validity, as well as to conduct research on the development of self-leadership enhancement programs. There has not been much research examining the trends in self-leadership among early childhood teachers. This study is significant in that it attempts to analyze the trends and characteristics of research on the self-leadership of early childhood teachers in Korea.