유아교사의 환경감수성과 환경 교수효능감의 관계

Abstract

본 연구는 유아교사의 환경감수성과 환경 교수효능감의 전반적인 경향 및 변인에 따른 차이를 알아보고, 유아교사의 환경감수성과 환경 교수효능감 간의 관계를 밝히는데 목적이 있다. 이와 관련하여 다음과 같은 연구문제를 설정하였다. 1. 유아교사의 환경감수성의 경향은 어떠한가? 1-1. 유아교사의 환경감수성의 일반적 경향은 어떠한가? 1-2. 유아교사의 배경변인(연령, 경력, 교육정도, 기관유형)에 따른 환경감수성은 어떠한가? 2. 유아교사의 환경 교수효능감의 경향은 어떠한가? 2-1. 유아교사의 환경 교수효능감의 일반적 경향은 어떠한가? 2-2. 유아교사의 배경변인(연령, 경력, 교육정도, 기관유형)에 따른 환경 교수효능감은 어떠한가? 3. 유아교사의 환경감수성과 환경 교수효능감 간의 관계는 어떠한가? 본 연구는 서울 지역의 유치원 및 어린이집에서 만3-5세 유아를 맡고 있는 유아교사 200명을 대상으로 하였으며, 유아교사의 환경감수성을 측정하기 위해 이재붕과 이두곤(2006)이 개발한 환경감수성 측정도구를 수정·보완하여 사용하였다. 유아교사의 환경 교수효능감을 측정하기 위해 Riggs와 Enochs(1990)에 의해 개발된 과학 교수효능감 검사도구(Science Teaching Efficacy Belief Instrument: STEBI)를 연구자가 번안하고, 환경교육에 내용을 수정․적용하여 사용하였다. 자료분석을 위해 빈도, 백분율, 최저점, 최고점, 평균과 표준편차를 산출하였다. 교사의 연령, 경력, 교육정도에 따른 환경감수성과 환경 교수효능감의 차이를 알아보기 위하여 일원분산분석(ANOVA)을 실시하였으며, 유의한 차이가 있는 경우에는 어느 집단 간에 차이가 있는지 알아보기 위해 Scheffé 사후검증을 실시하였다. 교사의 기관유형에 따른 환경감수성과 환경 교수효능감의 차이를 알아보기 위하여 t검증을 실시하였다. 그리고 환경감수성과 환경 교수효능감의 관계를 밝히기 위하여 Pearson 상관분석을 실시하였다. 연구문제에 따른 연구결과는 다음과 같다. 첫째, 유아교사의 환경감수성은 전반적으로 중간 이상이었다. 변인에 따른 환경감수성의 차이에 대해 살펴보면 다음과 같다. 연령별로는 환경감수성 전체와 하위요인 중 자연환경, 자연에서의 활동, 환경파괴, 환경오염에서 유의미한 차이가 나타났다. 경력에서는 환경감수성 전체와 하위요인 중 자연환경, 자연에서의 활동, 인공환경에서 유의미한 차이가 나타났고, 교육정도에서는 환경감수성 전체와 하위요인 중 자연환경, 환경파괴, 환경오염에서 유의미한 차이가 나타났다. 둘째, 유아교사의 환경 교수효능감은 전반적으로 중간 이상이었다. 변인에 따른 환경 교수효능감의 차이에 대해 살펴보면 다음과 같다. 연령에서는 환경 교수효능감의 하위요인 중 개인교수효능감에서 유의미한 차이가 나타났다. 경력에서는 환경 교수효능감의 모든 하위요인에서 유의미한 차이가 나타났다. 셋째, 유아교사의 환경감수성과 환경 교수효능감 간의 관계를 살펴본 결과, 유아교사의 환경감수성 전체는 모든 환경 교수효능감의 하위요인과 유의미한 차이가 나타났다. 본 연구는 유아교사의 환경감수성과 환경 교수효능감의 경향 및 관계에 대해 살펴보아, 유아교사의 환경감수성 및 환경 교수효능감에 대한 이해를 돕는 기초자료를 제공하고자 하였다. 본 연구의 결과는 효과적인 유아환경교육을 위해서 유아교사의 환경감수성과 환경 교수효능감에 대해 관심을 가져야하며, 환경교수와 관련한 전문적이고 체계적인 교사연수를 지원할 수 있는 방안이 마련되어야 함을 시사한다.;The purpose of this study is to elucidate the overall tendencies and differences of teachers' environmental sensitivity and environmental education teaching efficacy beliefs according to their backgrounds, and also examine the relation between teachers' environmental sensitivity and environmental education teaching efficacy beliefs in early childhood education (ECE). For this purpose, the following research questions were set: 1. What is the tendency of teachers' environmental sensitivity in ECE? 1-1. What is the general tendency of early childhood teachers' environmental sensitivity? 1-2. How does teachers' environmental sensitivity differ by their background variables (age, career, education level, institution type)? 2. What is the tendency of teachers' environmental education teaching efficacy beliefs? 2-1. What is the general tendency of teachers' environmental education teaching efficacy beliefs in environmental education? 2-2. How does teachers' environmental education teaching efficacy beliefs differ by their background variables (age, career, education level, institution type)? 3. What is the relation between teachers' environmental sensitivity and environmental education teaching efficacy beliefs in ECE? The participants of this study was composed of 200 early childhood teachers who were taking care of young children between the ages of three and five in kindergartens and daycare centers located in Seoul, and the researcher used the environmental sensitivity measurement instrument developed by Jae-Boong Lee and Du Gon Lee (2006) to measure early childhood teachers' environmental sensitivity after modification and supplementation. The researcher used the science teaching efficacy belief instrument developed by Riggs and Enochs (1990) was used after translation by the researcher, and applied its contents to environmental education after modification to measure early childhood teachers' environmental education teaching efficacy beliefs. The researcher calculated frequencies, percentages, the lowest and highest scores, averages, and standard deviations for data analysis. The researcher carried out a one-way analysis of variance (ANOVA) to note the differences in the environmental sensitivity and environmental education teaching efficacy beliefs according to the teacher's age, career, and education level, and when significant differences were exposed, the researcher conducted Scheffé post hoc test to discover the groups between which the differences arose. The researcher carried out a t-test to determine the differences in environmental sensitivity and environmental education teaching efficacy beliefs according to the type of the teacher's institution, and the researcher conducted a Pearson correlation test to reveal the relations between the environmental sensitivity and environmental education teaching efficacy beliefs. The results on the issues are as follows. First, the early childhood teachers' environmental sensitivity was generally higher than the median. As for the differences according to variables in the environmental sensitivity, the researcher found those according to age to be significant in the overall environmental sensitivity, along with some sub-factors such as nature environment, activity at nature environment, environmental destruction, and environmental pollution. The researcher found those according to career to be significant in the overall environmental sensitivity, along with some sub-factors such as nature environment, activity at nature environment and artificial environment. The researcher found the differences according to education level significant in the overall environmental sensitivity and some sub-factors such as nature environment, environmental destruction, and environmental pollution. Second, the researcher found the early childhood teachers' environmental education teaching efficacy beliefs generally higher than the median. As for the differences according to variables in the environmental education teaching efficacy beliefs, those according to age were found significant in personal self-efficacy among the sub-factors of environmental education teaching efficacy beliefs, and those according to career were found significant in all of the sub-factors of environmental education teaching efficacy beliefs. Third, in respect to the relations between the early childhood teachers' environmental sensitivity and environmental education teaching efficacy beliefs, it was shown that early childhood teachers' overall environmental sensitivity had significant differences from all of the sub-factors of environmental education teaching efficacy beliefs. The researcher intended for this study to offer fundamental data to help understand early childhood teachers' environmental sensitivity and environmental education teaching efficacy beliefs through exploring the tendencies of the environmental sensitivity and environmental education teaching efficacy beliefs and the relations between them in ECE. The results of this study indicate that early childhood teachers' environmental sensitivity and environmental education teaching efficacy beliefs should be heeded for effective environmental education for young children, and that measures should be taken to support specialized and systematic teacher trainings relating to environmental education.