유아교사의 교사행복감과 교수효능감 및 직무스트레스가 교사-유아상호작용에 미치는 영향

Abstract

In its most positive context, the purposes of the study are two-fold. One aspect of the study was to examine the relations between early childhood teacher’s job stress, happiness, teaching efficacy, and teacher-child interactions. The other intention of the study was to investigate the effects of early childhood teacher’s job stress, happiness, and teaching efficacy on the teacher in relation to teacher-child interactions in the classroom learning environment. The subjects of the study were 390 early childhood teachers working at kindergartens or child-care centers located in the Seoul, Korea Metropolitan area. The study utilized survey questionnaires, which were distributed and were used to measure major variables; teacher-child interaction inventory developed by Lee (2003), job stress inventory developed by Shin (2004), happiness inventory developed by Argyle (2001), and teaching efficacy inventory developed by Enochs and Riggs (1990). The collected data were analyzed using a SPSS 23.0 program. In the study, the descriptive statistics and Cronbach’s α coefficient were yielded to produce accurate results. For testing research questions, a Pearson’s correlation analyses and hierarchical regression analyses were performed. As the results show, the incidence of early childhood teacher’s job stress had a significant negative correlation with teacher-child interactions, but happiness and teaching efficacy had significant positive correlations. The effects of early childhood teacher’s job stress, happiness, and teaching efficacy had significant effects on the teachers and their corresponding teacher-child interactions. As for the relative impact, teaching efficacy had the strongest impact, followed by happiness and job stress. The study results suggest the importance of the teacher’s internal psychological factors such as teaching efficacy and happiness.