긍정적 행동지원 교사연수가 보육교사의 긍정적 행동지원 인식과 문제행동지도 효능감에 미치는 영향

Abstract

This study was conducted on 24 childcare teachers who wanted to learn positive behavioral support in order to find out its effectiveness of positive behavioral support teacher training. The content composition of the positive behavior support program was carried out by consisting of a total of eight sessions based on previous studies. In addition, in order to confirm its effectiveness of positive behavioral support teacher training, the effectiveness was compared through the content validity verification process by borrowing positive behavioral support recognition and problem behavior guidance efficacy tools in previous studies. The results of the study are as follows. First, after the positive behavioral support training, childcare teachers The change in perception of positive behavioral support was statistically significant at the pre-post p<.001 level. Second, after the positive behavioral support training, the change in the efficacy of problem behavioral guidance by childcare teachers was significant at the pre-post p<.01 level. As such, it can be seen that positive behavioral support teacher training is very effective in improving childcare teachers’ awareness of positive behavioral support and problematic behavioral guidance. Finally, discussions and suggestions were made based on the results of this study. This study can contribute to the training policy to cultivate the expertise of childcare teachers who have difficulty in supporting problem behavior.