유아교사의 인권의식, 전문성인식, 삶의 만족도가 다문화교수효능감에 미치는 영향

Abstract

The purpose of this study is to find out if there are effects of early childhood teacher’s human rights awareness, recognition of professionalism, and life satisfaction on the efficacy of multicultural teaching. For this study, the preliminary and main research were separately proceeded, and the target for the main research was one hundred forty-one, early childhood teachers, in Jeollanam-do, South Korea from July 10, 2019 to August 20, 2019. Cronbach’s coefficient was used to verify the reliability of the survey questions, and Pearson probability correlation analysis was conducted to observe the relationship of the teacher‘s human rights awareness, recognition of professionalism, and life satisfaction on the efficacy of multicultural teaching. Multiple regression analysis was used to examine the influence of the teacher’s human rights awareness, recognition of professionalism, and life satisfaction on the efficacy of multicultural teaching. The study results are as follows. First, there was a significant static correlation that appeared among the efficacy of multicultural teaching, life satisfaction, and recognition of professionalism. Second, the teacher’s Recognition of Professionalism was a found to be a significant static predictor as a variables that influences the efficacy of multicultural teaching. As a result, this study confirms that the support of a multicultural policy, requires suitable basic materials for the development of teachers’ educational programs.