유아교사의 성격유형에 따른 교사 자기 효능감과 놀이지원

• 영문명: Early Childhood Educators’ Teacher Self-Efficacy and Play Support by Personality Types
• 발행기관: 한국보육지원학회
• 저자명: 성안나 김연하
• 간행물 정보: 『한국보육지원학회지』제19권 제3호, 41~57쪽, 전체 17쪽
• 주제분류: 사회과학 > 사회복지학
• 파일형태: PDF
• 발행일자: 2023.06.30

영문 초록

Objective: The objective of this study is to classify the personality types of early childhood teachers and examine the variations in teacher self-efficacy and play support based on these personality types. Methods: The subjects of this study consisted of 302 early childhood teachers responsible for children aged 3 to 5 years old. The collected data were analyzed using cluster analysis and analysis of covariance. Results: Early childhood teachers were categorized into four types: the "sensitive group" (29%), the "conservative group" (10%), the "passive group" (28%), and the "active group" (34%). Significant differences in mean scores were observed for teacher self-efficacy and play support across these personality types. Notably, the active group demonstrated the highest levels of both teacher self-efficacy and play support. Consequently, the active group emerged as the most effective and functional personality type among early childhood teachers. Conclusion/Implications: This study emphasized the significance of early childhood teachers' personality types in their teaching practices, underscoring the importance of developing in-service and pre-service teacher education programs that take into account these personality types.

목차

I. 서론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의 및 결론

참고문헌

키워드

Early Childhood Teachers Personality type Teacher Self-Efficacy Play Support