평가인증제도 실시유무에 따른 보육교사의 직무만족과 조직몰입 비교 연구

Abstract

보육교사는 양질의 보육을 가능하게 하는 핵심요소라 할 수 있기 때문에 보육교사로 하여금 양질의 보육 서비스를 제공하도록 하기 위해서는 보육교사의 직무만족과 조직몰입의 정도를 높이는 일은 무엇보다도 중요하다. 2005년에는 영·유아의 전문적인 보호와 수준 높은 서비스의 제공, 교사의 전문성을 향상시키기 위해 평가인증제도가 도입되었다. 그 동안 몇몇 연구에서 평가인증제도가 교사의 전문성과 근로계약 및 복무규정, 복지편의시설, 보수교육 등을 개선하여 직무만족에 긍정적인 영향을 미쳤다는 연구결과가 보고되었다. 그러나 이러한 연구결과와는 달리 평가인증제 준비로 복잡하고 방대해진 서류와 업무과중으로 인해 보육활동이 소홀해지고 스트레스가 증가하며 직무만족 수준이 저하 된다는 연구결과도 보고되었다. 이에 본 연구의 목적은 평가인증제도 실시유무에 따른 보육교사의 직무만족과 조직몰입에 차이가 있는지를 검증해 보는 것이다. 본 연구 방법은 기존문헌 조사를 토대로 이론적 배경을 고찰하고, 서울·경기지역 보육시설 96개소의 보육교사 420명을 대상으로 직무만족과 조직몰입에 관한 설문문항을 통해 조사를 실시했다. 수집된 자료를 토대로 신뢰도 검사와 빈도분석(Frequency Analysis), t검증과 일원분산분석(one way-anova)을 실시하였고 SPSS 12.0 프로그램으로 통계처리 하였다. 본 연구의 결과는 다음과 같다. 첫째, 보육교사의 인구사회학적 특성에 따른 직무만족의 차이를 보면 연령이 높을수록 그리고 미혼자보다는 기혼자의 직무만족도가 유의미하게 더 높은 것으로 나타났다. 연령이 높을수록 그리고 미혼교사보다 기혼교사의 직무만족도 수준이 높게 나타난 것은 연령이 높아짐에 따라 보육교사로서의 경험이 많아 자신의 역할에 대한 어려움을 이미 극복하고, 당면한 문제에 능숙한 숙련성이 있기 때문인 것으로 사료된다. 둘째, 직무관련 특성에서 보육업무 종사기간이 길수록 직무만족도가 유의미하게 높은 것으로 나타났다. 이러한 결과는 종사기간이 길수록 보육교사로서의 경험이 많고 이에 따라 업무의 숙련성이 높아졌기 때문이라고 사료된다. 또한 설립 주체에 따른 직무만족 수준은 가정보육시설, 직장보육시설, 국·공립보육시설 순으로 나타났다. 일반적으로 가정보육시설의 교사들은 미혼보다 기혼자가 많고 따라서 연령도 높은 편이기 때문에 이러한 결과가 나타났을 것으로 사료된다. 그리고 직장보육시설과 국·공립보육시설은 교사에 대한 지원체계가 잘 이루어져 있어 전반적으로 직무만족 수준이 높은 것으로 보인다. 셋째, 인구사회학적 특성에 따른 조직몰입 정도는 연령이 높을수록 조직몰입 수준이 더 높았다. 직무관련 특성은 보육시설 종사기간이 길수록 조직몰입 수준이 높았고, 설립주체는 가정보육시설, 직장보육시설, 국·공립보육시설 순으로 통계적으로 유의미한 차이가 나타났는데 이는 앞에서 언급한 직무만족의 이유와 같을 것으로 사료된다. 넷째, 평가인증제도의 실시로 어떤 점이 향상되었는지에 대한 교사인식 조사에서는 교사의 전문성 25%, 교재·교구의 질과 양이 24.3%, 실내공간청결이 15.8%로 응답되었다. 다섯째, 평가인증제도 실시유무에 따른 직무만족과 조직몰입의 차이는 통계적으로 유의미하지 않은 것으로 나타났다. 이러한 결과는 평가인증제도로 인해 평가인증지표인 보육환경, 운영관리, 보육과정, 상호작용, 건강과 영양, 안전 등의 측면들이 향상 되었고, 보육교사들은 교사의 전문성과 교재·교구의 질과 양 그리고 실내공간청결의 정도가 향상되었다고 인식하고 있지만 이것이 보육교사의 직무만족과 조직몰입에는 영향을 미치지 않는다는 사실을 나타내는 것이다. 따라서 질 높은 보육서비스를 제공하기 위한 핵심적 요소인 교사의 직무만족과 조직몰입의 수준을 향상시킬 수 있는 평가인증시스템의 체계적인 개선과 보완이 필요하다.; If daycare teachers' job satisfaction should fall, they could not demonstrate their ability fully to take care of the younger children. Since daycare teachers must be core factors determining the quality of daycare services, their job satisfaction and organizational commitment are more important than any other factor. In 2005, the accreditation system was introduced in order to assure younger children of the professional care and quality services and improve daycare teachers' professionalism. Meanwhile, scholars have argued that the accreditation system would serve to improve daycare teachers' professionalism, employment contract conditions, working conditions, welfare and convenient facilities and retraining to affect their job satisfaction greatly. In contrast, some preceding studies report that the accreditation system burdens daycare teachers with the responsibilities for preparation of complicated and massive documents to make them concentrate less on daycare services, and after all that their job satisfaction would fall. The purpose of this study was to analyze differences of daycare teachers' job satisfaction and organizational commitment depending on the accreditation system. For this purpose, the researcher reviewed the existing literature theoretically and thereupon, sampled 388 teachers working for 96 daycare centers in Seoul and Gyeonggi areas for a questionnaire survey about their job satisfaction and organizational commitment. The data collected were processed using the SPSS 12.0 program for reliability test, frequency analysis, T-test and one-way ANOVA. The results of this study can be summarized as follows; First, as a result of analyzing the differences of daycare teachers' job satisfaction depending on their demographic variables, it was found that the older they were, they were satisfied more with their job, and that the married teachers' job satisfaction was higher than single teachers'. The finding that older teachers were more satisfied with their job may suggest that this group had been more experienced enough to surmount the difficulties of their role play and that they were skilled enough to solve the pending problems. Second, daycare teachers' job satisfaction differed on such job-related attributes as their career length and operators of daycare centers. Those who had worked for 9 or more years as daycare teachers were most satisfied with their job, while those working for the home daycare facilities were most satisfied with their job, followed by workplace daycare facilities and national/public daycare centers in their order. In general, there were more married teachers than single ones. Since the age gap between married teachers and directors was narrower and since married teachers were more reliable having experience of child-rearing, it was presumed that their job satisfaction was higher. And since workplace and national/public daycare centers were well equipped with the teacher supporting system, their teacher were deemed to be much satisfied with their job. Third, as a result of analyzing daycare teachers' organizational commitment depending on their demographic variables, it was found that the older they were, they were more committed to their organizations. And their career length was proportional to their organizational commitment, There were found significant differences of their organizational commitment depending on operators of the daycare centers, which was conceived attributable to the same reasons as discussed above for differences of their job satisfaction. Fourth, as a consequence of surveying daycare teachers for their perception of the effects of the accreditation system, it was disclosed that the accreditation system had served to enhance teachers' professionalism (25.8%), improve quality and quantity of educational materials and instruments (24.3%) and make the indoor spaces cleaner (15.8%). Fifth, as a result of analyzing differences of daycare teachers' job satisfaction and organizational commitment depending on the accreditation system, it was found that the differences were not significant statistically. Although daycare teachers perceived that the accreditation system had served to improve teachers' professionalism, quality and quantity of educational materials and instruments and indoor environment, it was found that they did not perceive that the accreditation system had not affected their job satisfaction and organizational commitment. Namely, since the accreditation system was found to have no significant effects of daycare teachers' job satisfaction and organizational commitment factors such as their sense of achievement, inter-teacher relationship, daycare services themselves, their professionalism, rewards and working environment, even if it had served to improve such accreditation indices as daycare environment, operation and management of daycare centers, daycare processes, mutual interaction, health and nutrition and safety, it was deemed necessary to divide the job responsibilities among teachers effectively and improve and complement the accreditation system systematically.