유아교사의 회복탄력성, 정서조절 어려움, 유아 문제행동 지도전략 간의 관계

• 영문명: The Relationships Among Early Childhood Teachers’ Resilience, Difficulty in Emotional Regulation, and Teaching Strategies for Children with Behavior Problems
• 발행기관: 한국보육지원학회
• 저자명: 김수진(Su Jin Kim) 권정윤(Jeong Yoon Kwon)
• 간행물 정보: 『한국보육지원학회지』제14권 제3호, 59~76쪽, 전체 18쪽
• 주제분류: 사회과학 > 사회복지학
• 파일형태: PDF
• 발행일자: 2018.06.30

영문 초록

Objective: The purpose of this study was to examine the relationships among teachers’ resilience, difficulty in emotional regulation, and teaching strategies for behavior problems of children. Methods: A total of 200 day care and kindergarten teachers were surveyed. The collected data were analyzed by Pearson’s correlation and multiple regression. Results: First, teachers’resilience, difficulty in emotional regulation and teaching strategies for children with behavior problems were significantly related. Teachers’ resilience showed a positive correlation with teachers’ positive prevention and reaction strategies but showed a negative correlation with teachers’ negative reaction strategies. Among the teachers’ difficulty in emotional regulation, the factor of difficulty for impulsive control and lack of attention showed negative correlations with teachers’ prevention and positive reaction strategies. Second, teachers’ resilience and difficulty in emotional regulation significantly explained the teaching strategies for children with behavior problems. Teachers’ resilience was found to be the most important variable explaining teaching strategies for children with behavior problems. Conclusion/Implications: This study revealed that teachers’ resilience and difficulties in emotional regulation were important psychological and emotional characteristics for teachers when teaching children with behavior problems.

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 결론

참고문헌

키워드

resilience, difficulty in emotional regulation teaching strategies for children with behavior problems