교사-유아관계와 유아의 사회적 힘에 관한 연구

Abstract

본 연구에서는 만 5세 유아를 대상으로 교사의 변인과 유아의 변인에 따라 교사-유아관계 및 사회적 힘에 어떠한 차이를 보이는지 알아보고, 교사-유아관계와 유아의 사회적 힘의 관계가 어떠한 관련성이 있는지 알아보는데 그 목적이 있다.

이상의 연구 목적과 관련하여 다음과 같은 연구문제를 설정하였다.

1. 교사의 변인 및 유아의 변인에 따라 교사-유아관계의 차이가 있는가? 1-1. 교사의 변인(학력, 경력, 연령)에 따라 교사-유아관계의 차이가 있는가? 1-2. 유아의 변인(성별, 출생순위, 어머니의 취업여부)에 따라 교사-유아관계의 차이가 있는가? 2. 교사의 변인 및 유아의 변인에 따라 유아의 사회적 힘에 차이가 있는가? 1-1. 교사의 변인(학력, 경력, 연령)에 따라 유아의 사회적 힘에 차이가 있는가? 2-2. 유아의 변인(성별, 출생순위, 어머니의 취업여부)에 따라 교사-유아관계에 차이가 있는가? 3. 교사-유아관계는 유아의 사회적 힘에 어떠한 영향을 주는가?

연구의 대상은 서울시 유치원에 재원 중인 260명의 유아들이며, 그들의 어머니와 담임교사이다. 사회적 힘을 측정하기 위하여 사용한 도구는 Bohlin(2000)의 또래와의 친사회적 리더십과 사회적 지배에 대해 알아보기 위한 관찰 도구를 한애희의 연구(2009)에서 5단계의 Likert척도로 변화하여 사용한 질문지를 사용하였으며, 교사와 유아의 관계 검사 도구는 Pianta(1991)의 교사-유아관계척도(Student-Teacher Relationship Scale; STRS)를 이진숙(2001)이 번안하여 사용한 도구를 사용하였다. 수집된 자료는 SPSS 18.0 통계 프로그램을 사용하여 인구학적 배경을 알아보기 위해 빈도와 백분율을 산출하였고, 각 변인에 대한 기술적 통계치와 상관계수를 산출했다. 연구문제에 따라 t-test, 분산분석(ANOVA), Scheffé 검증, 상관관계분석, 단계적 중다회귀분석(step-wise multiple regression analysis)을 실시하였다.

본 연구의 결과를 요약하면 다음과 같다.

첫째, 교사-유아관계에 있어 교사의 학력과 경력, 연령, 유아의 성별에 따라 유의미한 차이가 나타났으며, 유아의 출생순위와 어머니의 취업여부는 유의미한 설명력을 갖지 않았다. 둘째, 유아의 사회적 힘에 있어서 교사의 학력과 경력, 연령, 유아의 성별에 따라 유의미한 차이가 나타났으며, 유아의 출생순위와 어머니의 취업여부는 유의미한 설명력을 갖지 않았다. 셋째, 교사-유아관계의 하위변인과 유아의 사회적 힘의 하위변인은 관계를 맺고 있는 것으로 나타났다. 또한 교사 하위 변수의 영향력을 통제하고도 여전히 많은 설명력을 보였다. 따라서 유아의 사회적 힘과 교사-유아관계의 하위변인은 관계가 있음이 확인되었다.

이러한 결과는 교사의 변인과 유아의 변인에 따라 교사-유아관계 및 유아의 사회적 힘의 차이를 발견하게 되었고, 교사-유아관계와 유아의 사회적 힘은 서로 영향력이 있음을 알 수 있었다. 따라서 조화와 균형이 잘 잡힌 교사-유아관계를 유지함으로써 유아의 첫 사회 환경인 유치원에서의 적응을 돕고, 교사-유아관계의 질을 향상시키기 위한 인간관계 형성과 유아지도에 관한 정기적인 교육과 프로그램이 개발되어야 함을 시사한다.|The purpose of this study is to examine any possible gaps among five-year-olds in teacher-preschooler relationships and social power according to their own variables and the variables of their teachers and the relationships between teacher-preschooler relationships and preschooler social power. Four research questions are posed: 1. Are there any differences in teacher-preschooler relationships according to the variables of teachers and preschoolers? 1-1. Are there any differences in teacher-preschooler relationships according to teacher variables (academic credential, career and age)? 1-2. Are there any differences in teacher-preschooler relationships according to preschooler variables (gender, order of birth, mother employment)? 2. Are there any gaps among preschoolers in social power according to the variables of their own and of teachers? 2-1. Are there any gaps among preschoolers in social power according to teacher variables (academic credential, career and age)? 2-2. Are there any gaps among preschoolers in social power according to preschooler variables (gender, order of birth, mother employment)? 3. What impact does teacher-preschooler relationships have on the social power of preschoolers?

The subjects in this study were 260 preschoolers, their mothers and teachers at a kindergarten located in Seoul. The instrument used to assess the social power of the preschoolers was Han Ae-hee's(2009) questionnaire that was based on Bohlin's(2000) inventory of prosocial leaderships and social dominance over peers. The researcher modified the inventory by employing a five-point Likert scale before it was used in her study. And the instrument used to check teacher-preschooler relationships was Lee Jin-sook's(2001) adapted version of Pianta's(1991) STRS (Student- Teacher Relationship Scale). The collected data were analyzed by the statistical package SPSS 18.0. Statistical data on frequency and percentage were obtained to find out their demographic background, and another statistical data on descriptive statistics and correlation coefficients for the variables were acquired. Additionally, t-test, ANOVA, Scheffe test, correlation analysis and stepwise multiple regression analysis were carried out to address the research questions. The major findings of the study were as follows: First, as for teacher-preschooler relationships, there were significant gaps in that regard according to the academic credential, career and age of the teachers and the gender of the preschoolers. Second, concerning the social power of the preschoolers, there were significant gaps in that aspect according to the academic credential, career and age of the teachers and the gender of the preschoolers. Their order of birth and mother employment made no prediction of it. Third, the subfactors of teacher-preschooler relationships were linked to the subfactors of the social power of the preschoolers, and the former made a great prediction of the latter even when the influence of the subvariables of the teachers was controlled. Therefore, it was proven that the subfactors of the social power of the preschoolers were associated with the subfactors of teacher-preschooler relationships. The findings illustrated that there were gaps among the preschoolers in teacher-preschooler relationships and social power according to the variables of the teachers and their own variables, and that teacher-preschooler relationships and the social power of the preschoolers had a mutual impact on each other. The findings of the study suggests that regular education and the development of programs about interpersonal relationships building and early childhood guidance are required to improve the quality of teacher-preschooler relationships and the adjustment of preschoolers to kindergarten which is their first social environment.; The purpose of this study is to examine any possible gaps among five-year-olds in teacher-preschooler relationships and social power according to their own variables and the variables of their teachers and the relationships between teacher-preschooler relationships and preschooler social power. Four research questions are posed: 1. Are there any differences in teacher-preschooler relationships according to the variables of teachers and preschoolers? 1-1. Are there any differences in teacher-preschooler relationships according to teacher variables (academic credential, career and age)? 1-2. Are there any differences in teacher-preschooler relationships according to preschooler variables (gender, order of birth, mother employment)? 2. Are there any gaps among preschoolers in social power according to the variables of their own and of teachers? 2-1. Are there any gaps among preschoolers in social power according to teacher variables (academic credential, career and age)? 2-2. Are there any gaps among preschoolers in social power according to preschooler variables (gender, order of birth, mother employment)? 3. What impact does teacher-preschooler relationships have on the social power of preschoolers?

The subjects in this study were 260 preschoolers, their mothers and teachers at a kindergarten located in Seoul. The instrument used to assess the social power of the preschoolers was Han Ae-hee's(2009) questionnaire that was based on Bohlin's(2000) inventory of prosocial leaderships and social dominance over peers. The researcher modified the inventory by employing a five-point Likert scale before it was used in her study. And the instrument used to check teacher-preschooler relationships was Lee Jin-sook's(2001) adapted version of Pianta's(1991) STRS (Student- Teacher Relationship Scale). The collected data were analyzed by the statistical package SPSS 18.0. Statistical data on frequency and percentage were obtained to find out their demographic background, and another statistical data on descriptive statistics and correlation coefficients for the variables were acquired. Additionally, t-test, ANOVA, Scheffe test, correlation analysis and stepwise multiple regression analysis were carried out to address the research questions. The major findings of the study were as follows: First, as for teacher-preschooler relationships, there were significant gaps in that regard according to the academic credential, career and age of the teachers and the gender of the preschoolers. Second, concerning the social power of the preschoolers, there were significant gaps in that aspect according to the academic credential, career and age of the teachers and the gender of the preschoolers. Their order of birth and mother employment made no prediction of it. Third, the subfactors of teacher-preschooler relationships were linked to the subfactors of the social power of the preschoolers, and the former made a great prediction of the latter even when the influence of the subvariables of the teachers was controlled. Therefore, it was proven that the subfactors of the social power of the preschoolers were associated with the subfactors of teacher-preschooler relationships. The findings illustrated that there were gaps among the preschoolers in teacher-preschooler relationships and social power according to the variables of the teachers and their own variables, and that teacher-preschooler relationships and the social power of the preschoolers had a mutual impact on each other. The findings of the study suggests that regular education and the development of programs about interpersonal relationships building and early childhood guidance are required to improve the quality of teacher-preschooler relationships and the adjustment of preschoolers to kindergarten which is their first social environment.