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유아교사의 안전지식 정도 및 안전연수에 관한 인식과 요구 조사

Title
유아교사의 안전지식 정도 및 안전연수에 관한 인식과 요구 조사
Other Titles
A Study on Safety Knowledge, Perception of Safety Training and Relevant Needs among Preschool Teachers
Authors
김승현
Issue Date
2005
Department/Major
교육대학원 유아교육전공
Publisher
이화여자대학교 교육대학원
Degree
Master
Advisors
홍용희
Abstract
본 연구는 유아교사의 실제 안전지식 정도 및 교사안전연수에의 요구를 분석하여 유아교육기관에서 유아를 돌보는 교사의 안전지식을 육성하는데 도움을 줄 수 있는 방안을 모색해 보는데 그 목적이 있다. 이와 같은 목적에 따라 본 연구에서 설정한 연구 문제는 다음과 같다. 1. 유아교사들의 안전에 대한 지식은 어떠한가? 1-1. 유아교사들의 안전지식 정도는 어떠한가? 1-2. 유아교사들의 배경변인(교사의 연령, 학력, 교육경력, 근무기관 형태, 지도하는 유아의 연령, 보유한 자격증, 안전교육 연수유무)에 따른 안전지식은 어떠한 차이가 있는가? 2. 유아교사들의 안전교육 연수에 대한 경험과 인식, 요구는 무엇인가? 2-1. 안전교육 연수에 대한 유아교사들의 경험은 어떠한가? 2-2. 안전교육 연수에 대한 유아교사들의 인식은 어떠한가? 2-3. 안전교육 연수에 대한 유아교사들의 요구는 무엇인가? 본 연구의 대상은 서울에 소재한 유아교육기관의 교사 315명이었다. 연구도구는 교사의 안전지식 정도를 알아보기 위해 윤선화(2000)의 교사 안전지식에 대한 문항을, 교사의 안전연수 및 연수내용에 대한 요구를 알아보기 위해 강기숙(2000)의 교사안전연수 프로그램에 대한 문항을 본 연구자가 수정?보완한 질문지로 총 92문항으로 구성되었다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 유아교사들의 안전에 대한 지식을 보면 평균점수는 35점 만점에 24.8점(평균정답률 70.9%)이었으며, 최고점은 32점, 최저점은 10점이었다. 최고 정답률을 보인 안전지식 문항은 ‘화재발생시 가장 처음 해야 할 일’을 묻는 질문으로 총 315명 중 정답률이 310명(98.4%)이었으며, 최저 정답률을 보인 문항은 ‘LP가스 경보기 설치 장소’에 관한 문항으로 정답률이 70명(22.2%)이었다. 둘째, 유아교사의 배경변인에 따라 안전지식은 어떠한 차이가 있는지를 알아본 결과, 교사의 연령과 안전교육 경험에 따라 차이가 있는 것으로 나타났다. 즉 교사의 연령이 많을수록, 안전교육 경험을 받은 경험이 있을 때, 통계적으로 유의한 점수를 받은 반면, 학력이나 근무기관 형태, 교육경력 등은 통계적으로 유의한 차이를 보이지 않았다. 셋째, 안전교육 연수에 대한 유아교사들의 경험을 살펴본 결과 전체 응답교사의 49.5%가 안전교육을 받은 경험이 있고, 이중 학교에서의 강의를 통한 안전교육 경험은 15.7%에 불과하여 대부분의 교사들이 안전연수를 통해 안전지식을 얻고 있었다. 넷째, 안전교육 연수에 대한 유아교사들의 인식을 살펴본 결과 교사들은 교사의 안전지식 육성을 위해 정기적인 교사안전연수(52.4%)가 필요하며, 안전교육 연수 경험이 현장에서 도움이 된다(73.4%)고 응답했다. 교사들은 유아안전사고 대비를 위해 교사안전연수가 필요하며(98.7%), 안전연수의 목적이 ‘응급상황에 대한 즉각적이고 신속한 대처와 응급처치(45.7%)’ 및 ‘유아 주변의 안전사고 요인을 파악한 사전예방(33.7%)’에 있다고 응답하였다. 다섯째, 안전교육 연수에 대한 교사들의 요구는, 운영방법에서는 안전관련 기관에 의해 안전교육 주제별로 학기 중 5시간 이내로 실시하고 실기방법으로 평가받기를 원했다. 교육내용으로는 유괴·미아·성폭력 방지법 및 대처방법(4.42점)과 응급처치법(4.41점)에 대한 교육을 받기를 원했으며, 교육내용에 대한 요구는 교사의 연령과 교육경력, 학력, 지도하는 유아의 연령, 근무기관 및 안전교육 경험에 따라 통계적으로 유의한 차이가 있었다. 교사의 연령과 교육경력이 많을수록 사고발생과 직결되는 내용에 관심이 많았고, 학력이 높고 안전교육 경험이 있을수록 교육내용 제반에 관심을 보였다. 또한 만 3세/5세/혼합연령반 교사가 만 4세반 교사보다 유아의 행동특성과 연간안전지도계획안 및 사고관계 서류작성, 부모에 대한 안전교육 요구가 높았고, 어린이집보다 유치원에 근무하는 교사들의 연간안전지도계획안 작성과 사고관계 서류작성 및 사고처리, 동식물?곤충으로 인한 사고에 대한 교육요구가 높게 나타났다.;The purpose of this study was to examine the safety knowledge of preschool teachers and their needs for safety training in a bid to help improve their safety knowledge that was mandatory for successful job performance in early childhood education institutes. The research questions were posed as below: 1. What is the safety knowledge of preschool teachers? 1-1. To what extent do they know about safety management? 1-2. Do their background variables, including age, educational level, career, workplace type, child age, certificate and safety-training experience, make any differences to their safety knowledge? 2. What are their experience in safety training, their perception of that and their needs for that? 2-1. How much have they undergone safety training? 2-2. How do they view it? 2-3. What are their needs for it? The subjects in this study were 315 teachers who worked at early childhood education institutes in Seoul. The instruments used in this study were 92-item questionnaires, into which Yun Seon-hwa(2000)'s Teacher Safety Knowledge Inventory and Gang Gi-suk(2000)'s Teacher Safety Education Program Inventory were converted by this researcher to find out the safety knowledge of the teachers and their needs for safety training. After the content validity of the questionnaires was tested by an expert in early childhood education, a survey was conducted, and the collected data were analyzed with SPSS 11.0 program. Statistical data on frequency, percentage, mean and standard deviation were obtained, and t-test and F-test were employed to see if their background variables made any differences to their safety knowledge and needs for safety training. The major findings of the study were as follows: First, as for safety knowledge, the preschool teachers investigated got a mean of 24.8 out of possible 35 points(average correct answer rate: 70.9%). Their scores ranged from a high of 32 to a low of 10. They gave the most correct answer to the question about what to do first in the event of the outbreak of fire, as 310 out of 315 teachers(98.4%) were correct. And they gave the least correct answer to the question about the location of LP gas alarm, since 70 teachers(22.2%) were correct. Second, regarding connections between their background variables and safety knowledge, their safety knowledge was different according to their age and safety-education experience. Those who were older and ever received safety education scored significantly better, but their educational background, workplace type and career made no significant differences to that. Third, concerning their training experience, 49.5 percent ever received safety education, and out of them, just 15.7 percent attended lectures at school about that. Most of them acquired relevant knowledge by taking training courses. Fourth, as to their way of looking at safety training, the teachers (52.4%) found it necessary to receive safety education on a regular basis to know better about that, and they(73.4%) considered training experience to be of use. They(98.7%) called for safety training to be well prepared for possible safety accidents among young children, and the object of safety training was thought to take an immediate measure and give first-aid treatment in case of emergency(45.7%) and to take a precaution by grasping possible cause of safety accident(33.7%). Fifth, in regard to their needs for safety education, they wanted to take five or less lessons conducted by professional institutes about each theme during each semester, and they were in favor of practical assessment. As for what they wanted to learn about, ways of preventing and coping with kidnapping, child's getting lost and sexual violence was most preferred, followed by how to give first-aid treatment. Their needs for what to learn varied significantly according to their age, career, educational level, child age, workplace and safety education experience. The older and longer-career teachers were more concerned about what directly concerned the occurrence of accidents, and those who were better educated and had more experience in safety education paid attention to overall things concerned. The teachers who were in charge of children of three and five year old classes and of multiage classes wanted to learn about the behavioral characteristics of young children and how to work on yearly safety education planning and relevant documentation more than those who were in charge of four- year-old classes, and the former called for parent safety education more than the latter. Those who worked at kindergartens hoped to learn about ways of mapping out yearly safety education programs, preparing relevant documentation and dealing with accidents more than the teachers who worked at daycare centers. And the former hoped to be educated about accidents triggered by animals, plants or insects more than the latter.
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