유아교사의 의사결정 참여정도와 교사효능감

Abstract

본 연구의 목적은 유치원 교사들이 의사결정과정에 참여하고 있는 정도와 교사효능감의 정도를 교사의 경력, 학력에 따라 차이가 있는지 알아보고, 의사결정 참여정도와 교사효능감의 관계를 알아보는 것이다. 이에 따른 구체적인 연구문제는 다음과 같다. 1. 유아교사의 의사결정 참여정도는 어떠한가? 2. 유아교사의 교사효능감은 어떠한가? 3. 유아교사의 의사결정 참여정도와 교사효능감의 관계는 어떠한가? 본 연구의 대상은 서울·경기 지역에 소재한 유치원에 재직중인 교사 343명이었다. 본 연구에서는 유치원 교사의 의사결정 참여정도와 교사효능감의 관계를 알아보기 위하여 교사용 설문지를 사용하였다. 교사의 의사결정 참여도를 알아보기 위한 도구는 Russel, Cooper와 Greenblatt(1992)가 제작한 Teacher Involvement and Participation Scale Version-2(TIPS-2)를 번역해서 사용한 이진희(1999)의 도구를 사용하였고, 교사의 효능감을 측정하기 위한 도구는 Enoch와 Riggs(1990)에 의해 개발된 과학 교수 효능감 검사도구 Science Teaching Efficacy Belief Instrument(STEBI)를 번역·수정한 것을 검토하여 사용한 김신덕(2000)의 도구를 사용하였다. 수집된 자료는 빈도 분석, 신뢰도 분석, t-검정, Pearson상관관계 검정을 이용하여 분석하였다. 본 연구의 결과를 보면 다음과 같다. 첫째, 교사의 의사결정 참여정도는 전체적으로 보통수준이었고, 교육과정/교수 영역에서 가장 높게 나타났으며, 목표/비전/사명, 운영, 교사연수 영역 순으로 높게 나타났다. 교사배치와 예산 영역에의 참여는 다른 영역에 비해 낮게 나타났다. 의사결정 참여정도를 변인별로 알아본 결과 통계적으로 유의한 차이가 났다. 먼저 교사 경력을 보면, 3년이상인 교사들이 3년 미만인 교사들에 비해 참여정도가 높은 것으로 나타났다. 이를 하위영역별로 보면, 목표/비전/사명, 교육과정/교수, 운영 영역에서 유의한 차이를 보였다. 교사 학력에 따른 차이를 보면, 4년제대졸의 학력을 가진 교사 집단이 전문대졸의 학력을 가진 교사 집단에 비해 참여정도가 높은 것으로 나타났다. 이를 하위영역별로 살펴보면, 교사배치를 제외한 전 영역에서 유의한 차이를 보였다. 둘째, 교사들의 효능감은 전반적으로 보통수준이었으며, 일반적 교수효능감이 개인적 교수효능감보다 높게 나타났다. 교사들의 효능감을 변인별로 알아본 결과, 교사의 경력에 따라서는 차이가 없었지만 학력에 따라서는 유의한 차이가 났다. 교사의 학력에 따른 차이를 살펴보면, 4년제대졸 학력의 교사들이 전문대졸 학력의 교사보다 교사효능감이 더 높았다. 일반적 교수효능감과 개인적 교수효능감 모두에서 유의한 차이가 있었다. 셋째, 교사들의 의사결정 참여와 교사효능감의 관계를 알아본 결과, 전체적으로 상관관계가 있었다. 나타났다. 이를 하위영역별로 살펴보면, 교사연수, 교육과정/교수, 운영, 절차와 구조의 개선, 목표/비전/사명의 순으로 교사효능감과 정적 상관이 있는 것으로 나타났다. ; The purpose of this study is to examine if there are any differences in the degree of teachers participation in the process of decision making and the degree of teachers sense of efficacy in the kindergartens according to teacher s career, education level and to examine the correlation between the degree of teachers participation in decision making process and teachers sense of Efficacy. The concrete subjects of this study are as follows ; 1. What is the degree of the teachers participation in decision making? 2. What is the degree of teachers sense of efficacy? 3. Are there correlations between the degree of teachers participation in decision making process and the teachers sense of Efficacy? The subject of this study are 343 teachers working in kindergartens in Seoul and Kyunggi province. In this study, the questionnaire for teachers was used to measure the correlation between the degree of participation of the kindergarten teachers in decision making and their sense of efficacy. To research the degree of teacher s participation in decision making, the questionnaire, Teacher Involvement and Participation Scale Version-2(TIPS-2), which had been originally designed by J. Russell and collaborators in 1992 and which was translated into korean by early childhood experts was used. TIPS-2 is composed of 48 questions that have 8 subordinate section such as Goals/Vision/Mission, Standards, Staff Development, Curriculum/Instruction, Budget, Staffing, Operations, Facilitating Procedures and Structures and is a 5 point likert type scale for each question. To measure the degree of the teachers sense of efficacy, the questionnaire, Science Teaching Efficacy Belief Instrument (STEBI) developed by Enochs and Riggs(1990) was used. STEBI is composed of 25 questions that have 2 subordinate sections such as general teaching efficacy and individual teaching efficacy and is measured by using 5 point likert type scale. Collected data are treated by frequency analysis to arrange teachers background variables and reliability analysis for each conducted for inspecting the reliability for each tool. Also T-test is done for the analysis of average difference of variables in groups and Pearson s Correlation analysis is done to examine the relation between the degree of teachers participation in decision making and the degree of teachers sense of efficacy. The results of this study are as follows ; 1. The degree of the teachers participation in decision making was average level and the highest in Curriculum/Instruction section and then Goals/Vision/Mission, Operation and Staff Development. The degree of participation in staffing and Budget was low compared with other sections. The result of the examination of the degree of teachers participation in decision making with variables indicated that there were statistically significant differences. At first, with respect to the difference according to a career, the degree of participation was higher in a group of teachers with over 3 year experience than a group of teachers with the lowest through 3 year experience. By sections, the significant difference in the sections of Goals/Vision/Missions, Curriculum/Instruction, Operations was found out. With respect to the difference according to a education level, higher education level is higher than a group of teachers with lower education level. By sections, significant difference were appeared in all sections except Staffing. 2. The degree of the teachers sense of efficacy was average level and there were differences between the degree of general teaching efficacy and the degree of individual teaching efficacy. The degree of general teaching efficacy was higher than the degree of individual teaching efficacy. The result of the examination of the degree of the teachers sense of efficacy indicated that there were statistically significant differences in teacher s education level and teacher s career. With the respect to the difference according to the teacher s education level, a group of teachers with higher education level is showed higher degree of teachers sense of efficacy than a group of teachers with lower education level. By sections, in all sections significant differences were appeared. Teachers sense of efficacy is not different according to teacher s career. 3. The result of the examination about the correlation between the degree of teachers participation in decision making and teachers sense of efficacy showed that there were correlation. Correlation between the degree of teachers participation and teachers sense of efficacy ranked highest in order of staffing, Curriculum/Instruction, Operations, Facilitating procedures and structures, Goals/Vision/Mission. By sections, correlation between the degree of teachers participation and general teaching efficacy ranked highest in order of Curriculum/Instruction, Staffing, Facilitating procedures and structures, Operations and correlation between the degree of teachers participation and individual teaching efficacy was found out in staffing section.