保育敎師가 知覺한 專門性•役割遂行•職務滿足度 間의 關係 硏究

Abstract

The purpose of this study was to identify the improvement scheme helpful for the smooth operation of educational institutions by investigating and analyzing the relational effect of childcare teachers' perceived speciality on role performance and job satisfaction. It adopted as the object of study the head and teachers of the childcare institution working at the childcare institution located in Seoul. For this purpose, the questionnaire research was conducted for 300 childcare teachers over the 3-week period from March 16, 2010. A total of 300 questionnaires were distributed to them and 267 returned questionnaires were used for final analytic data. The collected data were statistically analyzed with the use of SPSS for window version 15.0. Statistical analysis was conducted at the significance level of p<.05, p<.01, p<.001. As a result, the following findings were obtained. First, an attempt was made to analyze what difference there was in childcare teachers' perceived speciality according to their background factors. As a result, it was found that there was an overall difference in the subfactors of perceived speciality among the teachers with high educational levels. It was found that the teachers with the educational level of more than graduate school had the high level of perceived speciality. The teachers specializing in early-childhood education and having the long career had the high level of perceived speciality. On the one hand, the young childcare teachers had the low level of perceived speciality. Second, an attempt was made to analyze what difference there was in role performance according to childcare teachers' background factors. As a result, it was found that there was a high difference in childcare teachers' perceived role performance. Both the director of the childcare institution and the teachers majoring in early-childhood education had the high level of perceived role performance. It was found that the teachers who were long in career and old had the high level of perceived role performance. Accordingly, short-career childcare teachers and beginning teachers were found to have the low level of perceived role performance. Therefore, it is necessary to make special efforts to foster the conditions for make it smooth to build trust between members at the children's home and perform diverse roles. Third, an attempt was made to analyze what difference there was in job satisfaction according to childcare teachers' background factors. As a result, it was found that there was a difference in teachers' perceived job satisfaction. The teachers holding the 1st-class licence for childcare teacher and majoring in early-childhood education showed a high level of perceived job satisfaction. It was found that the older and long-career teachers had the high level of perceived job satisfaction than any other teacher. This indicates that long-career childcare teachers at the children's home had better pay and treatment. On the one hand, the beginning teachers of the children's home found to have the low level of job satisfaction had attachment to the children's home and attempted to take active part in all activities, thereby having to make efforts to enhance the level of job satisfaction. Fourth, an attempt was made to investigate the relationship among subfactors such as childcare teachers' perceived speciality, role performance and job satisfaction. It was found that there was a high, and positive correlation among three factors on the whole. Especially, it was found that there was a high correlation between speciality and curriculum and between speciality and teaching profession consciousness. But it was found that there was a more or less low correlation between job satisfaction and job burden in counselor and clients in relation to speciality and role performance. It is thought that it is necessary that long-career and old teachers and the head of the childcare institution should have speciality-related education. It is thought that the enhancement of speciality can raise the curriculum and teaching profession consciousness directly related educational practice. It is necessary to make efforts to provide the environment for exercising their ability. Considering that the efficient leadership of combined task and human harmony has an effect on childcare teachers' job satisfaction, it is necessary to make many efforts to enable teachers and directors of the early-childhood institution to perceive from diverse points of view.