유아교사의 문제행동 지도효능감과 유아의 문제행동 및 사회적 능력의 관계

Abstract

The purpose of this study was to exploratory analyze the relationship between the efficacy of guiding problem behavior of early childhood teachers, problem behavior and social ability of young children. The research questions were follows: What is the relationship between the efficacy of guiding problem behavior of early childhood teachers and the problem behavior of young children? 1-1. What is the general trend of early childhood teacher's problem behavior guidance efficacy and infant's problem behavior and social ability? 1-2. What are the specific problem behaviors of infants that show significant differences between groups according to the level of efficacy in guiding problem behaviors of early childhood teachers?

What is the relationship between the efficacy of guiding problem behavior of early childhood teachers and the social ability of young children? 2-1. Is there a difference in the degree of social ability of infants according to the level of efficacy in guiding problematic behavior of early childhood teachers? 2-2. What are the specific problem behaviors of infants that show significant differences between groups according to the level of efficacy in guiding problem behaviors of early childhood teachers? To solve these research problems, 268 early childhood teachers aged 3,4 and 5 years old and 1,072 early childhood teachers aged 3 to 5 years old who work at private kindergartens, public kindergartens, workplace daycare centers, national and public daycare centers, corporate daycare centers, and private daycare centers in Busan, The research tool used was the use of the infant behavior scale (PKBS) as a scale adapted by Lee Jin-sook(2001). The problem behavior guidance efficacy scale of early childhood teachers developed by Kim Sung-hyang and Lee Jong-hyang(2019). The data collected in this study were analyzed using the IBM SPSS statistical package (ver. 21) in the following manner. First, as a preliminary analysis procedure, descriptive statistics on the efficacy of guiding problem behavior of early childhood teachers, problem behavior of infants, and social abilities were calculated. Descriptive statistics (average, standard deviation, minimum value, maximum value, skewness, kurtosis) were calculated for each sub-kurtosis of the problem behavior guidance efficacy, problem behavior, and social ability scale, and the momentum correlation coefficient between these variables was calculated. Second, in order to examine and , subgroups were classified into upper, middle, and lower groups according to the level of efficacy of teacher's problem behavior guidance, and a one-way variance analysis was performed on the scores of infants' problem behavior among these three groups. Third, this researcher thought that it would be important to explore the difference in problem behavior of infants according to the level of efficacy in guiding problem behavior of early childhood teachers at a specific level of problem behavior. Accordingly, in order to examine and , it was analyzed which of the questions measuring problem behavior of young children showed a large difference (d) in average scores between the upper and lower groups of teachers' problem behavior guidance efficacy. Significance in all statistical analyses is ==.It was verified at the significance level of 05. The summary of the results of this study was as follows: First, it can be seen that the efficacy of guiding problem behavior of early childhood teachers showed a negative correlation with infants' problem behavior and a positive correlation with young children’ social abilities, but had a low correlation. Second, there were differences in the degree of problem behavior and social ability of young children according to the level of efficacy in guiding problem behavior of early childhood teachers, and specific problem behavior and social ability of young children could be investigated through each individual question search. In addition, it was meaningful that it could become basic data for teacher education in the future. This study is meaningful in that it explored the relationship between problem behavior guidance efficacy of early childhood teachers and problem behavior and social ability of young children, and is expected to be basic data for developing various educational programs to improve problem behavior and social ability of young children.