유아교사의 교수창의성과 놀이교수효능감이 유아의 놀이몰입에 미치는 영향

표지선 중앙대학교 교육대학원 2022 국내석사

본 연구는 유아교사의 교수창의성과 놀이교수효능감, 유아의 놀이몰입의 상관관계를 살펴보고, 유아교사의 교수창의성, 놀이교수효능감이 유아의 놀이몰입에 미치는 영향을 분석·검증하기 위해 수행되었다. 이 같은 연구 목적하에 본 연구는 다음과 같은 연구문제를 설정하였다. 연구 문제 1. 유아교사의 교수창의성, 놀이교수효능감과 유아의 놀이몰입 간의 상관관계는 어떠한가? 연구 문제 2. 유아교사의 교수창의성과 놀이교수효능감이 유아의 놀이몰입에 영향을 미치는가? 이와 같은 연구 목표를 달성하기 위해 본 연구는 전국 소재 어린이집, 유치원에 재직 중인 유아교사 274명을 대상으로 설문을 실시하고, 자료를 수집하였다. 수집된 자료들에 대해 SPSS 21.0 프로그램을 이용하여 기술통계량 분석, 상관관계 분석, 다중회귀분석 등을 수행하였다. 본 연구의 분석결과는 다음과 같다. 첫째, 유아교사의 교수창의성, 놀이교수효능감과 유아의 놀이몰입 간의 관계는 유의한 정적 상관관계를 보였고, 교수창의성의 하위영역인 인지적 요인과 인성적 요인, 놀이교수효능감의 하위영역인 개인교수효능감과 유아교사직효능감 모두 유의한 정적 상관관계를 보였다. 이러한 결과는 유아의 교수창의성과 놀이교수효능감이 높으면 유아의 놀이몰입도 높아지는 관계가 있음을 알 수 있다. 둘째, 유아의 놀이몰입에 대한 유아교사의 놀이교수효능감과 교수창의성의 영향력을 살펴보면, 놀이교수효능감은 유아의 놀이몰입에 유의한 정적인 영향을 미치나, 교수창의성은 유의한 영향을 미치지 않는 것으로 나타났다. 이는 교수창의성보다 놀이교수효능감이 유아의 놀이몰입에 더 높은 영향력을 가졌으며, 놀이교수효능감의 하위요인 중 유아교사직효능감이 개인교수효능감보다 유아 놀이몰입에 더 높은 영향력을 나타냈다. 본 연구를 통해 그간에 연구가 이루어지지 않았던 유아교사의 교수창의성과 놀이교수효능감이 유아의 놀이몰입에 미치는 영향을 분석·입증한 것은 유아의 주도적 놀이의 중요성이 강조된 2019 개정 누리과정에서 중요한 의미를 지닐 것이다. 이러한 본 연구의 분석결과 및 결론이 유아교사의 놀이교수효능감과 교수창의성을 향상 및 증진하고, 유아교사가 유아의 놀이를 원활히 지원할 수 있도록 돕는 이론적, 실무적 참고자료로 활용되기를 기대한다. The objective of this study was to examine the correlation between early childhood teacher’s teaching creativity and play teaching efficacy on young children’s play flow, and then look into the effect of early childhood teacher’s teaching creativity and play teaching efficacy on young children’s play flow. For this, study questions were established as follows: 1. ‘What is the correlation between early childhood teacher’s teaching creativity and play teaching efficacy on young children’s play flow?’ 2. ‘What is the effect of early childhood teacher’s teaching creativity and play teaching efficacy on young children’s play flow?’ To get answers to the question, a questionnaire survey of 274 early childhood teachers working at childcare centers and kindergartens nationwide was conducted. thus collecting data. For the collected data, descriptive statistics analysis, correlation analysis, and multiple regression analysis were performed using the SPSS 21.0 program. Study findings are as follows: First, the correlation between early childhood teacher’s teaching creativity and play teaching efficacy and young children’s play flow was significantly positive. Regarding sub-variables, cognitive factor and personality factor, two sub-variables of early childhood teacher’s teaching creativity, and individual teaching efficacy and early childhood teaching profession efficacy, two sub-variables of early childhood teacher’s play teaching efficacy, presented significantly positive correlations with young children’s play flow. These findings seem to verify the fact that when early childhood teacher’s teaching creativity and play teaching efficacy are higher, young children’s play flow is higher as well. Second, regarding the effect of early childhood teacher’s teaching creativity and play teaching efficacy on young children’s play flow, early childhood teacher’s play teaching efficacy had significantly positive effect on young children’s play flow, but early childhood teacher’s teaching creativity had no significant effect. This finding seems to present the fact that play teaching efficacy has a higher effect on young children’s play flow than teaching creativity does. Among the sub-variables of play teaching efficacy, early childhood teaching profession efficacy had higher effect on young children’s play flow than individual teaching efficacy did. This study’s examination on the effect of early childhood teacher’s teaching creativity and play teaching efficacy on young children’s play flow, which have not been studied yet, seems to have a significant meaning for the revised Nuri curriculum in 2019 which puts stress on the importance of young children-led play. The author hopes study findings will be used as theoretical/practical reference data to improve/promote early childhood teacher’s teaching creativity and help their smooth support of children's play.

어린이집 유아반 보육교사의 교수몰입이 교사-유아 상호작용에 미치는 영향 : 심리적 소진의 매개효과

이나은 연세대학교 교육대학원 2023 국내석사

The purpose of this study was to verify the effect of the teaching flow on teacher-child interaction of early childhood teachers in child care centers, and to analyze the mediating effects of psychological burnout. The participants in this study were 325 early childhood teachers working at day care centers in Seoul, Gyeonggi, and other metropolitan cities. In order to measure the teaching flow of early childhood teachers, early childhood teacher's flow measure is used which Song Ju-yeon(2014) developed and validated, applying the flow situation experienced by early childhood teachers in early childhood education. Teacher-child interaction was measured using a questionnaire created by Lee(2003), and a scale developed by Kim Yeon-ok(2012) was used to measure the psychological burnout of early childhood teachers. The collected data were analyzed by frequency analysis, technical statistics, independent sample t-test, and one-way ANOVA, Scheffé's post-hoc test was conducted on the variables with significant differences. Pearson's product-moment correlation analysis was conducted to confirm the correlation. In addition, the PROCESS Macro Model 4 was used to examine the mediating effect, and the statistical significance of the mediating effect was verified by performing bootstrapping. The results of this study were summarized as follows: First, after examining the difference in major variables according to the individual characteristics of teachers’ teaching flow, psychological burnout, and teacher-child interactions, there was a difference in the degree of teacher's flow according to teacher’s level of education, workplace type and team teaching. There were significant differences in psychological burnout by teacher’s level of education, working hours, and teacher career. Second, there was a significant correlation between teaching flow and teacher-child interaction. A negative correlation was found between teaching flow and psychological burnout, and psychological burnout and teacher-child interaction. Third, the mediating effect of psychological burnout was verified in the effect of teacher's teaching flow and teacher-child interaction. In other words, reducing the early childhood teachers’ psychological burnout based on the experience of teaching flow is important because it leads to the positive effect of teacher-child interaction. In conclusion, the improvement of teacher's teaching flow and alleviating psychological burnout can improve the quality of teacher-child interaction. These results suggest the need for environmental and practical support for the increase of teachers’ teaching flow, and it is necessary to establish support measures to overcome and prevent psychological burnout. 본 연구에서는 어린이집 유아반 보육교사의 교수몰입이 교사-유아 상호작용에 미치는 영향에서 심리적 소진의 매개효과를 알아보고자 하였다. 연구 대상은 서울, 경기, 기타 광역시 소재의 어린이집에 재직 중인 만3~5세 유아반 보육교사 325명이다. 유아반 보육교사의 교수몰입을 측정하기 위해 유아교사 교수몰입 척도를 개발 및 타당화 한 송주연(2014)의 도구를 사용하였다. 교사-유아 상호작용을 측정하기 위하여 이정숙(2003)의 교사-유아 상호작용 평가척도를 사용하였으며, 심리적 소진을 측정하기 위하여 김연옥(2012)이 개발하고 타당화 한 유아교사용 소진척도를 사용하였다. 수집된 자료는 빈도분석, 기술통계분석, 독립표본 t검증, 일원분산분석을 통해 분석하였고, 유의한 차이를 보이는 변수에 대해서는 Scheffé의 사후검증을 실시하였다. 상관관계를 확인하기 위해 Pearson의 적률상관분석을 실시하였고, 매개효과를 검증하기 위해 PROCESS Macro Model 4를 사용하였으며, 매개효과의 통계적 유의성 검증을 위해 부트스트래핑(Bootstrapping)을 실시하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 유아교사의 일반적 특성에 따른 교수몰입, 심리적 소진, 교사-유아 상호작용의 차이를 살펴본 결과 교수몰입은 최종 학력, 근무기관 유형, 팀티칭 실시 여부에 의해 차이가 나타났으며, 심리적 소진은 최종 학력과 교사 경력, 근무시간에 따라 차이가 나타났다. 둘째, 유아교사의 교수몰입, 심리적 소진, 교사-유아 상호작용 간 상관관계를 살펴본 결과, 유아교사의 교수몰입은 교사-유아 상호작용과 유의미한 상관이 있는 것으로 나타났다. 또한, 유아교사 교수몰입의 모든 하위요인과 심리적 소진의 신체·정서적 고갈, 직업적 회의, 무능감은 모두 유의한 부적 상관관계가 나타났으며 심리적 소진의 모든 하위요인과 교사-유아 상호작용의 모든 하위요인은 유의한 부적 상관관계가 나타났다. 셋째, 유아교사의 교수몰입과 교사-유아 상호작용에 미치는 영향에서 심리적 소진의 매개효과가 검증되었다. 즉, 교사의 교수몰입이 높을수록 심리적 소진이 경감되고 이는 질 높은 교사-유아 상호작용으로 이어질 수 있음을 의미한다. 이러한 결과는 유아반 보육교사의 교수몰입 증진과 심리적 소진 완화는 질 높은 교사-유아 상호작용으로 이어짐을 보여준다. 보육교사의 교수몰입을 높일 수 있는 환경적 지원 및 실질적인 지원이 요구되며, 심리적 소진의 중요성을 인지하고 심리적 소진을 낮추는 방안 모색이 필요하다.

유아교사의 행복감 및 회복탄력성이 교수몰입에 미치는 영향

권려진 중앙대학교 교육대학원 2023 국내석사

본 연구는 유아교사의 교수몰입, 행복감, 회복탄력성이 교사의 일반적 배경 변인에 따라 어떠한 차이가 있는지, 또한 관련 변인 간의 관계는 유의미한지를 통해 행복감과 회복탄력성이 교수몰입에 미치는 상대적 영향력을 알아보는 데 목적이 있다. 이러한 연구목적을 위해 설정한 연구 문제는 다음과 같다. 첫째, 유아 교사의 교수몰입, 행복감, 회복탄력성의 일반적 경향은 어떠한가? 둘째, 유아 교사의 일반적 배경 변인에 따른 교수몰입, 행복감, 회복탄력성은 어떠한 차이가 있는가? 셋째, 유아 교사의 교수몰입, 행복감, 회복탄력성 간의 상관관계는 어떠한가? 넷째, 유아 교사의 행복감, 회복탄력성이 교수몰입에 미치는 상대적 영향력은 어떠한가? 본 연구의 연구 대상은 전국 지역에 소재하고 있는 국・공립 유치원, 법인 유치원, 사립유치원에 근무하고 있는 유치원 교사이며, 이들을 대상으로 유아교사의 교수몰입, 행복감, 회복탄력성에 대한 온라인 설문지(네이버 오피스 폼 활용)를 327부 배부하고 회수된 설문지 중 불성실한 응답지 2부를 제외한 325부를 최종 분석하였다. 수집된 데이터는 SPSS 22.0을 통해 분석하였으며, 유아교사의 교수몰입, 행복감, 회복탄력성의 일반적인 경향을 확인하기 위해 평균과 표준편차를 사용하였으며, 왜도와 첨도를 통해 정규분포의 가정 여부를 확인하였다. 유아교사의 일반적 배경에 따라 교수몰입, 행복감, 회복탄력성의 차이를 밝히기 위해 t-검정과 일원분산분석(One-way ANOVA) 검증을 시행하였고, 일원분산분석(One-way ANOVA)의 사후검정 방법으로 Scheffé 검정을 시행하였다. 또한 유아교사의 교수몰입, 행복감, 회복탄력성 간의 관계를 알아보기 위해 Pearson 상관관계분석(Pearson correlation analysis)을 실시하였으며, 유아교사의 행복감 및 회복탄력성이 교수몰입에 미치는 상대적 영향력을 알아보기 위해 다중회귀분석(Multiple Regression Analysis)을 시행하였다. 본 연구의 결과는 다음과 같다. 첫째, 유아교사의 교수몰입, 행복감, 회복탄력성은 모두 보통 수준보다 약간 높은 수준으로 나타났다. 둘째, 유아교사의 일반적 배경에 따라 교수몰입, 행복감, 회복탄력성의 차이를 분석한 결과, 유아교사의 ‘교수몰입’은 교육 정도, 기관 유형, 담당 연령에 따라 통계적으로 유의미한 차이를 보였고, ‘행복감’은 교육 정도, 교육 경력, 결혼 여부, 기관 유형에 따라 통계적으로 유의미한 차이를 나타냈다. 또한 ‘회복탄력성’은 교육 정도, 결혼 여부, 연령대, 기관 유형에 따라 유의미한 차이를 나타냈다. 셋째, 유아교사의 교수몰입, 행복감, 회복탄력성은 통계적으로 유의미한 정적 상관관계를 보였다. 넷째, 유아교사의 행복감과 회복탄력성은 모두 교수몰입에 유의한 정적 영향을 미친다. 본 연구는 유아교사의 행복감 및 회복탄력성이 교수몰입에 미치는 영향을 살펴본 점에서 그 의의가 있다. 즉, 교사의 행복감 및 회복탄력성은 교수몰입을 증진하기 위한 중요한 요인이 되며, 이에 따라 유아교육 현장에서는 유아교사의 행복감 및 회복탄력성을 증진하기 위한 다양한 방안을 모색할 필요가 있다. This study examines how different teaching flows and kindergarten teachers' Feeling of happiness and resilience by looking into the relationships between variables and how different levels of happiness, resilience, and teaching flows according to the background variables in these teachers. For this purpose of the study, the research questions are as follows. First, what is the general tendency in teaching flow, kindergarten teachers' happiness, resilience? Second, how are teaching flow, happiness, and resilience different depending on the general background variables of these teachers? Third, how are the relationships between teaching flow, teachers' happiness and resilience? Fourth, how do these teachers' happiness and resilience have a relative effect on teaching flow? The research participants are kindergarten teachers working in Korea at public, corporate, and private kindergartens. The researcher conducted an online survey using Naver office forms, distributed 327 copies of the questionnaire, and analyzed 325 data responses on teaching flows, teachers’ happiness, and resilience, excluding two incomplete answer sheets. Data collection was analyzed by the SPSS program with version 22.0. Means and standard deviations were used to determine the general tendency of kindergarten teachers' teaching flow, happiness, and resilience. Whether data analysis followed normal distribution was checked through skewness and kurtosis. The researcher conducted a t-test and one-way ANOVA analysis to determine the difference in teaching flows, happiness, and resilience depending on kindergarten teachers' general backgrounds. The Scheffé test was used for a post-evaluation of one-way ANOVA analysis. Pearson correlation analysis determined the relationships between teaching flows, teachers' happiness, and resilience. Multiple regression analysis was used to investigate the relative effect of these teachers' happiness and resilience on teaching flows. Research findings are as follows. First, kindergarten teachers' teaching flows, happiness, and resilience are little higher than average. Second, findings indicated that there is a statistically significant difference in teaching flows, depending on the educational backgrounds, types of organizations, ages of students in the classrooms, and kindergarten teachers' happiness depending on the general backgrounds of these teachers, according to the level of education, work experience, marital status, and the type of organizations, whereas, as it is so in resilience according to the level of education, their marital status, age, and the type of organizations and types of organizations. Third, there was a positive relationship between kindergarten teachers' teaching flow, happiness, and resilience, which is statistically significant. Fourth, kindergarten teachers' happiness and resilience positively affect teaching flows, which also has statistical significance. This study is meaningful because it investigated how the happiness and resilience of kindergarten teachers affect teaching flows. In short, teachers' happiness and resilience are essential factors in improving teaching flow. Thus, we need to take various measures to boost kindergarten teachers' happiness and resilience.

유아교사의 성장마인드셋과 성취목표지향성 및 교수몰입이 교수창의성에 미치는 영향

강지혜 인천대학교 교육대학원 2022 국내석사

본 연구는 유아교사의 성장마인드셋과 성취목표지향성 및 교수몰입이 교수창의성에 미치는 영향을 알아보는 것을 목적으로 한다. 이와 같은 연구목적 달성을 위해 본 연구에서 설정한 연구문제는 다음과 같다. 연구문제 1. 유아교사의 배경에 따라 성장마인드셋, 성취목표지향성, 교수몰입 및 교수창의성에 차이가 있는가? 연구문제 2. 유아교사의 성장마인드셋, 성취목표지향성, 교수몰입과 교수창의성은 어떤 관계를 보이는가? 연구문제 3. 유아교사의 성장마인드셋, 성취목표지향성, 교수몰입이 교수창의성에 미치는 영향력은 어떠한가? 본 연구를 위해 인천과 경기 지역에 소재한 유치원과 어린이집에 근무하는 유아교사 406명의 성장마인드셋, 성취목표지향성, 교수몰입, 교수창의성을 측정하여 분석에 활용하였다. 유아교사의 성장마인드셋을 측정하기 위한 도구로는 Dweck(2006)이 개발한 마인드셋 진단척도를 이혜미, 김유미(2019)가 국문으로 번안한 도구를 사용하였다. 유아교사의 성취목표지향성 측정은 Elliot이 개발한 목표지향성 척도(Achievement Goal Questionnaire)를 차정주(2007)가 수정 보완한 척도를 사용하였다. 유아교사의 교수몰입 측정도구는 Jackson과 Eklund(2004)의 수정판 몰입상태척도(FSS-2)를 김미현(2012)이 국문으로 번안하고 유아교사에 맞게 수정한 척도를 사용하였다. 유아교사의 교수창의성 측정도구는 Cropley(2001)가 개발하여 백영숙과 김희태(2008)가 국문으로 번역하고 수정 보완한 도구를 사용하였다. 본 연구에서 SPSS 28.0 프로그램을 사용하여 통계분석을 실시하였으며, 첫째, Cronbach’s α계수를 산출하여 본 연구 도구의 타당도 및 신뢰도를 검증하였다. 둘째, 빈도분석을 통하여 연구대상자인 유아교사의 일반적 배경 사항을 알아보았으며, 기술통계로 평균과 표준편차를 산출하여 유아교사의 성장마인드셋, 성취목표지향성, 교수몰입, 교수창의성의 경향성을 알아보았다. 셋째, 분산분석으로 유아교사의 배경변인에 따른 성장마인드셋, 성취목표지향성, 교수몰입, 교수창의성의 차이를 분석하였다. 넷째, Pearson 상관관계 분석을 실시하여 유아교사의 성장마인드셋과 성취목표지향성, 교수몰입 및 교수창의성 간의 상관관계를 살펴보았다. 다섯째, 중다회귀분석을 통해 성장마인드셋과 성취목표지향성 및 교수몰입이 교수창의성에 미치는 상대적 영향력을 알아보았다. 본 연구의 결과를 다음과 같이 요약해볼 수 있다. 첫째, 유아교사의 성장마인드셋은 연령, 결혼여부, 최종학력, 경력, 근무시설유형에 따라 유의미한 차이를 보였다. 둘째, 유아교사의 성취목표지향성 중 숙달목표는 연령, 최종학력, 경력에 따라 유의미한 차이가 나타났으며, 수행목표는 연령, 경력, 근무시설유형에 따라 유의미한 차이를 보였다. 둘 다 결혼여부에 따른 차이는 보이지 않았다. 셋째, 유아교사의 교수몰입은 연령, 결혼여부, 최종학력, 경력, 근무시설유형에 따라 유의미한 차이를 나타냈다. 넷째, 유아교사의 교수창의성은 연령, 결혼여부, 최종학력, 경력, 근무시설유형에 따라 유의미한 차이가 나타났다. 다섯째, 유아교사의 성장마인드셋, 성취목표지향성, 교수몰입, 교수창의성 간의 상관관계를 살펴본 결과에서 유의미한 상관관계가 나타났다. 여섯째, 유아교사의 성장마인드셋과 성취목표지향성의 숙달목표 및 교수몰입이 교수창의성에 영향을 미치는 것으로 나타났으며 교수몰입이 교수창의성에 미치는 상대적 영향력이 성장마인드셋과 성취목표지향성보다 더 큰 것으로 나타났다. 본 연구의 결과를 통해 유아교사의 교수창의성을 높이는 주요 변인으로서 성장마인드셋과 성취목표지향성 중 숙달목표, 교수몰입이 영향력이 있음을 알 수 있었다. 즉, 교수창의성에 유아교사의 신념, 성향, 태도적 요인이 모두 중요한 변인이라는 것을 염두에 두어야 한다. 교수창의성을 증진시키기 위해서 유아교사가 스스로 성장 가능하다는 신념인 성장마인드셋과 숙달목표지향적인 성향 및 교수몰입을 함양할 수 있는 다양한 연수 기회가 주어져야겠다. 그리고 태도적 요인인 교수몰입의 상대적 영향력이 크게 나타난 점을 고려해보았을 때, 교사 스스로도 교수 상황에서의 태도를 지속적으로 점검하고 교수몰입을 높일 수 있도록 노력을 기울여야 하겠다. 이러한 시도는 궁극적으로 유아교사의 교수창의성을 높여 유아창의성 교육의 질을 높일 것이라 기대한다. The purpose of this study is to examine the effects of early childhood teachers' growth mindset, achievement goal orientation, and teaching flow on their teaching creativity. The research questions established to achieve the study purpose as such are as follows. Research questions 1. Are there differences in the growth mindset, achievement goal orientation, teaching flow, and teaching creativity according to the background of early childhood teachers? Research question 2. What relationships are shown between early childhood teachers' growth mindset, achievement goal orientation, teaching flow and teaching creativity? Research question 3. What are the effects of early childhood teachers' growth mindset, achievement goal orientation, and teaching flow on their teaching creativity? For this study, the growth mindset, achievement goal orientation, teaching flow, and teaching creativity of 406 early childhood teachers working at kindergartens and daycare centers located in Incheon and Gyeonggi Province were measured and used for analysis. As a tool to measure the growth mindset of early childhood teachers, the Mindset Diagnostic Scale developed by Dweck (2006) and translated into Korean by Lee &Kim (2019) was used. To measure the achievement goal orientation of early childhood teachers, the Achievement Goal Questionnaire developed by Elliot and modified and supplemented by Cha (2007) was used. As a tool for measuring the teaching flow of early childhood teachers, the modified version of the Flow State Scale (FSS-2) of Jackson and Eklund (2004) translated into Korean and modified to fit early childhood teachers by Kim (2012) was used. Early childhood teacher's teaching creativity was measured using the tool developed by Cropley (2001) and translated into Korean and modified and supplemented by Baek &Kim (2008). In this study, statistical analysis was performed using the SPSS 28.0 program. First, the validity and reliability of the study tools were verified by calculating Cronbach's α coefficients. Second, the general backgrounds of early childhood teachers, who are the subjects of this study, were examined through frequency analysis, and the means and standard deviations were calculated with descriptive statistics to examine the tendencies of the growth mindset, achievement goal orientation, teaching flow, and teaching creativity of early childhood teachers. Third, the differences in the growth mindset, achievement goal orientation, teaching flow, and teaching creativity according to the background variables of early childhood teachers were analyzed with ANOVA. Fourth, Pearson correlation analysis was conducted to examine the correlations between early childhood teachers' growth mindset, achievement goal orientation, and teaching flow and teaching creativity. Fifth, the relative effects of the growth mindset, achievement goal orientation, and teaching flow on teaching creativity were examined through multiple regression analysis. The results of this study can be summarized as follows. First, the growth mindset of early childhood teachers showed significant differences according to age, marital status, final educational background, career, and type of facility where they work. Second, out of the achievement goal orientation of early childhood teachers, mastery goals showed significant differences according to age, final academic background, and career, and performance goals showed significant differences according to age, career, and the type of facility where they work. Both goals did not show any difference according to marital status. Third, the teaching flow of early childhood teachers showed significant differences according to age, marital status, final educational background, career, and type of facility where they work. Fourth, the teaching creativity of early childhood teachers was significantly different according to age, marital status, final educational background, career, and type of facility where they work. Fifth, significant correlations were found in the results of examination of the correlations among early childhood teachers' growth mindset, achievement goal orientation, teaching flow, and teaching creativity. Sixth, the growth mindset, mastery goal out of achievement goal orientation, and teaching flow of early childhood teachers were found to affect their teaching creativity and the relative effect of teaching flow on creativity was shown to be larger than that of growth mindset or achievement goal orientation. Through the results of this study, it could be seen that major variables that improve the teaching creativity of early childhood teachers were the growth mindset, the mastery goal out of achievement goal orientation, and teaching flow. That is, it is necessary to keep in mind that early childhood teachers' beliefs, dispositions, and attitudes are all important variables for teaching creativity. In order to promote the of teaching creativity, various training opportunities to cultivate the growth mindset, which is the belief that early childhood teachers can grow on their own, mastery goal-oriented tendency, and teaching flow should be given. In addition, given the fact that the relative effect of teaching flow, which is an attitude factor, was shown to be large, teachers themselves should continuously check their attitudes in teaching situations and make efforts to increase teaching flow. It is expected that these attempts will ultimately enhance the teaching creativity of early childhood teachers and thus the quality of early childhood creativity education.

경력교사의 교수몰입과 행복감이 교사-영유아 상호작용에 미치는 영향

경현옥 연세대학교 교육대학원 2020 국내석사

The purpose of this research was to verify the effects of teaching flow and happiness experienced teacher on teacher-infant interaction. The sample comprised 115 experienced teachers from 3rd to 5th years working in childcare centers located in Seoul, Gyeonggi and Incheon. In order to measure the teaching flow of the experienced teachers, was designed and modified Jackson and Eklund (2004)’s Flow State Scale 2(FSS-2) by Ko Kyung-mi, Lee Sun-kyung, and Shim Sung-kyung(2014) to be suitable for early childhood teachers a tool that was verified for validity was used. Happiness used the translation into tool by Choi Yo-won(2002) in The Oxford Happiness Questionnaire (OHQ) developed by Hills and Argyle (2002). The measurement tool for teacher-infant interaction is a self-reported rating scale that Song Geun-young(2017) was to extract 21 items of 4 indicators related to the interaction between childcare activities and interaction areas by among the 3rd indicators of the evaluation of daycare centers developed by Kim Myeong-soon, Kim On-gi and Kim Wan-jung(2014) reviewed for validity was used. For the collected data, the mean and item mean, standard deviation, and reliability were calculated to understand the general trend of the measurement variables. In addition, after confirming whether the variance assumption was established, independent sample t-test, one-way ANOVA, Scheff post-test, and correlation analysis were conducted to examine the relationship between measurement variables. Pearson's coefficient-of-correlation was used to investigate the correlation between measurement variables. A multiple regression analysis were conducted to investigate the relative influence of experienced teacher teaching flow and happiness on the teacher-infant interaction. Summarizing the results of this study, first, there was no difference in teaching flow, happiness, and teacher-infant interaction according to education, career, and age in charge. and according to type of work organization'Non-verbal interaction' showed a difference. Second, the teaching flow, happiness, and teacher-infant interactions all have a significant static relationship, except for the ‘loss of self-consciousness’ and ‘the feeling of time being changed’, which are sub-elements of teaching flow. Third, the effect of teaching flow and happiness on the teacher-infant interaction by experienced teachers was found to have strong teaching flow more than happiness relative influence. Specifically, the happiness has a significant effect on the teacher-infant interaction, but the influence of teaching flow is relatively strong, so the influence of happiness disappears. In conclusion, the influence of experienced teacher's teaching flow on teacher-infant interactions was found to have a strong influence enough to eliminate the significant effect of happiness on teacher-infant interactions. 본 연구는 경력교사의 교수몰입과 행복감이 교사-영유아 상호작용에 미치는 영향을 검증하고자 하였다. 본 연구의 연구대상은 서울과 경기, 인천 지역에 위치한 보육기관에서 근무하는 3년차~5년차 경력교사 115명이다. 경력교사의 교수몰입 측정을 위해 Jackson과 Eklund (2004)이 개발한 몰입 상태 척도 2(Flow State Scale2, FSS-2)를 고경미, 이선경, 심성경(2014)이 유 아교사에게 적합하도록 번안・수정하여 내용타당도를 검증받은 도구를 사용하 였고, 행복감은 Hills와 Argyle (2002)의 옥스퍼드 행복 질문지(OHQ: The Oxford Happiness Questionnaire)를 최요원(2002)이 번안한 측정도구를 사용 하였다. 교사-영유아 상호작용의 측정도구는 김명순, 김온기와 이완정(2014)이 개발한 어린이집 평가인증 3차 지표 중 송근영(2017)이보육활동과 상호작용 영역의 상호작용과 관련된 4개 지표에서 문항 21개를 추출하여 타당도 검토 를 받은 자기보고식 평정척도를 사용하였다. 수집된 자료는 측정변인들의 일 반적 경향을 알아보기 위하여 평균 및 문항 평균, 표준편차, 신뢰도를 산출하 였고, 등분산 가정의 성립여부를 확인 후 독립표본 t검증과 일원변량분석 (ANOVA), Scheffe' 사후검증을 실시하여 측정변인 간의 차이를 살펴보았다. 또한 Pearson의 적률상관계수를 실시하여 측정변인 간의 상관관계를 알아보 았다. 마지막으로 단계적 중다회귀분석을 실시하여 경력교사의 교수몰입과 행 복감이 교사-영유아 상호작용에 미치는 상대적 영향력을 알아보았다. 본 연구의 결과를 요약하면 첫째, 교수몰입, 행복감, 교사-영유아 상호작용 은 학력, 경력, 담당연령에 따른 차이가 나타나지 않았으며, 근무기관유형에 따라 교사-영유아 상호작용의 하위요소인 ‘언어적・비언어적 상호작용’이 차 이를 보였다. 둘째, 교수몰입, 행복감, 교사-영유아 상호작용은 교수몰입의 하 위요소인 ‘자의식의 상실’, ‘시간이 변형된 느낌’을 제외하고 모두 유의미한 정 적 관계가 있다. 셋째, 경력교사의 교수몰입과 행복감이 교사-영유아 상호작 용에 미치는 영향에서 교수몰입이 강력한 상대적 영향력을 가지는 것으로 나 타났다. 구체적으로 행복감이 교사-영유아 상호작용에 유의한 영향을 미치지 만, 교수몰입의 영향력이 상대적으로 강력하여 행복감의 영향력이 사라지게 된다. 결론적으로, 경력교사의 교수몰입이 교사-영유아 상호작용에 미치는 영향력 은 행복감이 교사-영유아 상호작용에 미치는 유의미한 영향을 사라지게 할 만큼 강력한 영향력이 있는 것으로 나타났다.

초등교사의 교수몰입과 정신건강의 관계에서 교사효능감의 매개효과 검증

배주연 인천대학교 교육대학원 2009 국내석사

원장의 서번트리더십이 교사-유아 상호작용에 미치는 영향 : 보육교사의 셀프리더십과 교수몰입의 매개효과를 중심으로

강미숙 수원대학교 대학원 2020 국내박사

This study aims to explore ways to improve teacher-child interaction by examining how director's servant leadership in teacher-child interaction, the self-leadership and teaching immersion of child care teachers influence on. The following research questions are set for this purpose: First, what is the general trend of teacher-child interaction, director's servant leadership, and child care teacher's self-leadership and teaching immersion? Second, what is the difference between teacher-child interaction, director's servant leadership, and child care teacher's self-leadership and teaching immersion based on the general characteristics of child care teachers (teacher age, class age, career)? Third, what is the relationship between teacher-child interaction, director's servant leadership, and child care teacher's self-leadership and teaching immersion? Fourth, how does director's servant leadership, the self-leadership of child care teachers and teaching immersion affect teacher-child interaction? This study measured teacher-child interaction, director's servant leadership, and child care teacher's self-leadership and teaching immersion among 562 child care teachers who are in charge of children aged 3 to 5 at daycare centers in Gyeonggi Province. To measure teacher-child interactions, the teacher-child interaction scale created by Lee Jung-sook (2003) by extracting child education evaluation scale questions from such as APECP evaluation scale(1987), NAEYC(1998), NCAC(1993), child education program evaluation scale(1995), and the Korea Educational Development Institutes’ evaluation standard(2000) was used, Barbuto and Wheeler(2006)’s scale to measure director’s servant leadership, Manz(1998)’s evaluation scale translated by Kim(2007) was used to measure child care teacher’s self-leadership, and scale developed by Choi(2005) based on 9 characteristics suggested by Csikszentmihalyi(1990) during immersion, validated by Kim, Lee, and Choi(2008). Collected data was statistically analyzed using SPSS version 23 and AMOS version 23 and Bootstraping was performed to analyze one-way variance, analyze the appropriateness of the structural equation model, and verify the significance of indirect effects on the path coefficients of the research model. The summarized results of each research question are as follows. First, the general tendency of teacher-child interaction, director’s servant leadership, child care teacher’s self-leadership and teaching immersion variables all tend to show higher than average value. Second, looking at the differences in each variable according to the general characteristics of child care teachers, the results showed that the emotional and behavioral interactions among teacher-child interactions based on class age were active in classes aged 5 and 3, and the verbal interactions were active in classes aged 5. The self-leadership of child care teachers by age showed that teachers in age group between 40 and 49 more likely to carry out cognitive strategies, while self-leadership based on class age showed that 5 years old class was more likely to carry out cognitive strategies. The loss of self-consciousness during teaching immersion by age of child care teachers was higher in groups of 40 to 49 years old and 50 years old or older, and the balance and control of challenge and technology in teaching immersion based on class age was higher in classes of 5 years old. Third, the correlations between teacher-child interactions, director's servant leadership, teacher's self-leadership and teaching immersion showed no significant correlation between wisdom in director's servant leadership and the feeling of time variations in teaching immersion did not show significance, but other variables and sub-factors showed significant static correlations. Fourth, the total effect and direct and indirect effect of director's servant leadership, child care teachers' self-leadership, and teaching immersion on teacher-child interaction showed that child care teachers' self-leadership had the greatest direct and total effect on teacher-child interaction. In addition, director's servant leadership had the greatest indirect effect on teacher-child interaction through the medium of child care teacher's self-leadership and teaching immersion. Furthermore, child care teacher's self-leadership was more directly effective in the immersion of child care teachers than the director's servant leadership, and director's servant leadership also had a direct effect on the child care teacher's self-leadership. Through the results of this study, the self-leadership of child care teachers have been identified as an important variable in determining the quality of child care by directly influencing and improving teacher-child interaction. Therefore, we look forward this study to be used as a basis for the development of educational programs that can enhance the self-leadership of child care teachers and the qualitative enhancement of teacher-child interaction.

병원내 환자흐름의 효율적 관리를 위한 의사결정 지원체계에 관한 연구

김문식 연세대학교 1987 국내박사

Exploring the potential of smart mirror voice chatbot on young L2 learners' spoken interaction

이성숙 중앙대학교 대학원 2025 국내박사

이 연구는 스마트미러 기술과 AI 음성 챗봇을 결합하여 아동들에게 즐거운 영어 학습 도구로 활용할 가능성을 조사하였다. 또한, 이 AI 기반 언어 프로그램이 유아 EFL 학습자에게 의미 있는 구어 상호작용을 유도하는 데 효과적인지 평가하였다. 연구의 주요 질문은 스마트미러 챗봇 프로그램이 영어 노출이 제한된 환경의 유아 EFL 학습자들에게 효과적이고 지속 가능한 대화 솔루션을 제공할 수 있는지에 초점을 맞추고 있다. 세 가지 하위 질문은 다음과 같다: 10주 동안의 실험연구기간동안 7세 아동들이 스마트미러 챗봇과 어떻게 상호작용했는지, 챗봇 사용이 아동의 말하기 능력에 얼마나 도움이 되었는지, 스마트미러와 과업 기반 챗봇 기술 사용을 촉진하거나 방해하는 요인이 무엇인지에 관한 것이다. 이 연구는 18명의 7세 아동들을 대상으로 10주간 진행되었는데 처음 9주 동안 교사의 지도 아래 수업시간에 스마트 미러 챗봇이 말하기 활동으로 활용되었고, 마지막 주에는 수업시간외 자유 활동 선택으로 원하는 아동이 사용하게 하였다. 데이터 수집은 말하기 사전·사후 테스트, 챗봇 대화 기록, 관찰일지, 교사 및 학생 인터뷰로 이루어졌으며, 분석은 주로 질적 사례 연구 방법을 사용하고 양적 통계 분석으로 보완하였다. 스마트미러 챗봇과 아동들의 상호작용 결과는 다음과 같다. 아동들은 자유 대화에서 평균 9.85회의 턴을 기록하였다. 이는 교실 대화나 교재 활동에서 나타나는 평균 3-5턴을 훨씬 상회하는 결과이다. 아동들은 챗봇과의 대화에서 주로 내용어를 사용하였고 다양한 질문을 했으며, 시간이 지남에 따라 주제가 더 다양해지고 현실적인 대화내용이 많아졌으며 의문사를 자주 사용하며 단어보다는 구문 또는 문장으로 말하려고 노력하였다. 게다가 아동들은 스마트미러 챗봇을 사용하면서 몰입을 경험하였는데 이는 Nakamura and Csikszentmihalyi (2002)의 몰입을 경험할 때의 행동으로 주장한 Integration of Action and Awareness, Autotelic experience, Altered Sense of Time와 일치하였다. 아동과 챗봇과의 상호작용에서 사용된 영어 어휘 말하기 능력 분석에서는 질적·양적으로 모두 향상되었다. 챗봇 담화 분석에 따르면 챗봇을 사용하는 사용 방식이 대화 길이에 영향을 미친다는 것이 나타났다. 아동들은 스스로 활동을 선택할수 있었던 자유활동때 챗봇과 더 활발히 대화하였고 대화시 더 많은 단어를 사용하였다. 또한, 스마트 미러 챗봇과 상호작용하는 동안 어린이가 자주 하는 말 실수를 분석했는데, 발음과 인지 오류로 분석되었다. 아동들은 자유활동시간때 혼자서 챗봇을 사용하기보다는 동료와 챗봇을 사용하는 것을 즐겼으며 문제 해결 과제를 특히 좋아하였으며 문제 해결 과제를 수행하며 서로 의견 교환과 및 토론을 통해서 과업을 수행하는 동료상호작용이 자주 발견되었다. 스마트 미러 챗봇 사용을 촉진하는 요인은 세가지로 밝혀졌다. 첫째, 챗봇 "카이"는 어린이의 발달 수준에 맞게 설계되어 아동들의 참여를 강화했다. 둘째, 아동에게 적합하게 짜여진 커리큘럼은 스마트 미러 챗봇 사용을 촉진하는 요소로 밝혀졌다. 나카무라와 칙센트미하이(2002)의 몰입 컨셉중에 몰입의 경험을 할 수 있게 만드는 과업의 조건인 challenge-skill balance, clear goals, and feedback 이 모두 커리큘럼안에 속해 있었으며 이는 아동들의 몰입을 강화하였다. 이 연구에서 주목할 점은 아동들이 미리 정해진 프롬프트에 단순히 응답하는 대신 의사 결정과 의미협상에 참여했다는 점이다. 셋째, 스마트 미러 자체가 상호작용의 중요한 역할을 했다. 소형 기기와 달리 32인치 대형 화면은 아동들의 그룹참여를 촉진시켰다. 이는 아동들이 과업을 하면서 아이디어를 공유하며 상호 작용을 할 수 있는 환경을 조성해주었다. 또한, 스마트 미러는 어린이가 스마트 미러에 비춰진 자신의 모습을 보고 시선을 떼지 않고도 스마트 미러 화면에 비춰진 동료와 쉽게 의사소통을 할 수 있게 만들었고 자신의 스마트 미러에 비춰진 자신의 얼굴을 보면서 아동들은 즐거워하였고 영어 말하는 것에 대한 자신감을 느꼈다. 게다가 스마트 미러의 반사된 자신의 얼굴을 보면서 발음연습을 하는 아동들도 발견되었다. 방해 요인은 두 가지로 나타났는데 첫째, 새로운 테크놀로지의 사용에 대한 교사와 이해관계자들의 저항 이였다. 초기 저항은 기술에 대한 낮은 이해에서 비롯되었는데 스마트 미러 챗봇을 사용하면서 이러한 저항은 시간이지남에 따라 자연스럽게 사라지고 스마트 미러 챗봇 사용의 긍정적인 생각을 지니게 되었다. 둘째, 스마트 미러의 높이의 문제가 있었는데 아동들마다 키차이가 나기 때문에 키가 작은 아동들은 까치발을 들고 사용해야 했다. 이러한 높이에 관한 문제는 다음연구시 보완할 예정이다. 이연구가 주는 교육적 함의점은 다음과 같다. 이 연구는 기존 연구와 차별화된 독창성을 지니며, 연구자가 직접 설계한 스마트 미러와 7세 아동을 위해서 직접 개발한 AI 챗봇을 결합한 실험연구로 교육적 함의를 둔다. This study examines the potential of combining smart mirror technology with an AI voice chatbot as an engaging English learning tool for young children. It also evaluates whether this AI-based language program can encourage meaningful spoken interactions among young EFL (English as a Foreign Language) learners. The primary research question focuses on whether the smart mirror chatbot program can provide an effective and sustainable conversational solution for EFL learners with limited English exposure. Three sub-questions are also explored: how seven-year-old children interacted with the smart mirror chatbot over a 10-week study, the extent to which chatbot use supported children’s speaking skills, and the factors that facilitated or hindered the use of smart mirror and task-based chatbot technologies for young learners. This study involved 18 seven-year-old children over ten weeks. For the first nine weeks, the chatbot was used in teacher-guided speaking activities in class, and in the final week, children independently chose to use the chatbot during free activity time. Data were collected through pre- and post-speaking tests, chatbot conversation logs, observations, and interviews with teachers and students. The analysis primarily used a qualitative case study method, supported by quantitative statistical analysis. Key findings from the children’s interactions with the smart mirror chatbot include the following: Children recorded an average of 9.85 conversational turns in free conversations, significantly higher than the typical 3-5 turns observed in classroom activities. The children used primarily content words, asked various questions, and increasingly engaged in diverse and realistic dialogue. They often used question words and worked to form phrases and sentences. Additionally, as children used the smart mirror chatbot, they experienced a state of flow, which aligns with Nakamura and Csikszentmihalyi’s (2002) characteristics of flow: Integration of Action and Awareness, Autotelic experience, and an Altered Sense of Time. In terms of English-speaking skills, both qualitative and quantitative analyses showed improvements in vocabulary and speaking skills. To assess whether participants used more words in conversations with the chatbot depending on the duration or method of chatbot use, I analyzed the number of words in their utterances weekly, comparing in-class activity periods and free activity periods. The total number of utterances each week was divided by the number of speeches turns to calculate the average number of words per turn. Additionally, common errors in pronunciation and cognition were identified. During free activity, children preferred using the chatbot with peers, particularly for problem-solving tasks, leading to frequent peer interactions where they exchanged opinions and collaborated to complete tasks. Three main factors facilitated smart mirror chatbot use. First, the chatbot "Kai" was designed to match children’s developmental levels, enhancing their engagement. Second, a properly structured curriculum supported chatbot use by incorporating the flow conditions of challenge-skill balance, clear goals, and feedback, as per Nakamura and Csikszentmihalyi (2002). Notably, children engaged in decision-making and meaning negotiation, rather than merely responding to predefined prompts. Third, the smart mirror itself played an important role: the large 32-inch screen encouraged group participation, creating an environment where children could share ideas and interact. Unlike smaller devices, the mirror allowed children to communicate easily with peers without shifting their gaze, and many enjoyed watching their reflection, which boosted their confidence in speaking English. Some children even practiced pronunciation while looking at their reflection in the mirror. Two challenges emerged: initial resistance from teachers and stakeholders owing to unfamiliarity with the technology, which subsided over time as they observed its benefits, and the height of the smart mirror, which required shorter children to stand on tiptoe. Adjustments to the mirror’s height will be considered in future research. The educational implications of this study are noteworthy. This research is unique in combining a researcher-designed smart mirror with an AI chatbot developed specifically for seven-year-olds, marking a distinctive and original contribution to the field.

중국 대학교 강의 비디오 학습에서 탄막 활용이 학습자의 인지스타일에 따라 교수실재감과 학습몰입에 미치는 효과

장형요 전주대학교 일반대학원 2020 국내박사

With the popularity of various new lectures related to information technology(IT), various lectures and mixed lectures have become popular search terms in higher education. Traditional classrooms still have a single form of classroom interaction, with low student participation and low learning effectiveness. How to improve classroom interaction is still a problem to be solved. With the rapid development of mobile networks, China is advancing the reform of classroom teaching. Diaphragm interactive teaching is a dual experience of comprehensive online classroom learning and traditional learning. Under the guidance of teachers, students actively participate in teaching, changing from the traditional teacher-centered, student-centered model to the student-centered model. The interactive function of the barrage is very strong and can be used in a variety of institutions, but it is rarely used in university courses. Therefore, this study applies carbon membrane technology to university courses. In this study, through experimental design, according to the students' cognitive style, the effect of the video instructor's use of coal film on teaching experience and devoted learning is verified. Hypothesis 1. In the lecture video learning, there is a certain difference between the actual experience of the barrage in the teaching reality and learning flow. Hypothesis 2. In the lecture video learning, there is a certain difference between the way of using barrage system in the teaching reality and learning flow. Hypothesis 3, In the lecture video learning, whether there is a barrage depends on the learner's cognitive style, in the teaching reality and learning flow. will be different. Hypothesis 4. In the lecture video learning, using barrage system is different from the teaching reality and learning flow according to different learner's cognitive style. Hypothesis 5, In the lecture video learning, whether there is a barrage and method is different from teaching reality and learning flow. Hypothesis 6. In the lecture video learning, the presence and absence of using barrage membranes and using barrage systems vary according learner's cognitive style, and they have different meanings for teaching reality and learning flow. In order to explore the above research hypothesis, this study conducted experiments by dividing 90 first-year students into 30 groups of 30 students at Hebei Normal University in China. A: Control group (unused barrage group), B: Barrage utilization and barrage-video other teaching groups, C: Barrage utilization and barrage-video identical teaching groups were tested in the laboratory. In the minute study, there will be a difference in teaching presence and learning commitment than using and using a barrage as an experimental group. Barrage utilization and barrage-video There will be a difference between other teaching instruction groups and barrage utilization and barrage-videos. It will have an effect on teaching presence and learning immersion according to the learner's cognitive style. SPSS 25.0 was used as a program for statistical analysis of this study. The experimental analysis results are as follows. Results1: In the teaching reality and learning flow, using barrage the average score of unusing barrage is greater than the average score of none, and the difference shows a statistically significant difference. Results2: In the teaching reality and learning flow, the average of "Using barrage Barrage-Video Same Teacher Guidance Group" is larger than the average of "Using barrage Barrage-Video Other Teacher Guidance Group", and the difference shows statistical significance. difference. Results3: In the teaching reality and learning flow, it is statistically significant whether there is a main effect of barrage and cognitive style, and whether there is an interaction effect between the barrage group and learner's cognitive style. Results4: In the teaching reality and learning flow, "Using barrage Barrage-Video Same Teacher Guidance Group" is larger than the average of "Using barrage Barrage-Video Other Teacher Guidance Group" Learner's cognitive style, and the interaction effect between the barrage style group and the cognitive style is also meaningful. Results5: In the lecture video learning, whether there is a barrage and the way of using barrage group interaction effect shows a meaningful interaction effect In the teaching reality. In addition, meaningful interactive effects have emerged In the learning flow. Results6: In the lecture video learning, according to the learner's cognitive style, the presence or absence of using barrage membrane and the method, the effect of the interaction between in the teaching reality and learning flow. Overall, as a result of research, using barrage it is very necessary to advance the lecture video learning and to interact with each other between professors and students, students and students by using barrage. In the lecture video learning, using barrage the learner promotesin the teaching reality and learning flow.