영아교사의 성인애착과 교사행동의 질 간의 관계에서 정서조절능력과 교사효능감의 매개효과

Abstract

본 연구에서는 영아교사의 심리적 변인인 성인애착, 정서조절능력, 교사효능감이 교사행동의 질에 어떻게 관련되어 있으며 성인애착과 교사행동의 질과의 관계에서 정서조절능력과 교사효능감이 어떤 역할을 하는지 알아보고자 하였다. 본 연구는 서울·경기·인천 지역의 42개 국공립, 민간, 가정 어린이집에 근무하고 있는 만 0세, 1세, 2세반 담당교사 127명을 대상으로 하였다. 본 연구에서 수집된 자료는 SPSS WIN 18.0 프로그램을 사용하여 산출하였으며, 매개효과 검증을 위해서 Baron과 Kenny(1986)가 제안한 매개 회귀분석을 실시하였고 Sobel 검증을 하였다. 본 연구의 결과는 다음과 같다. 첫째, 영아교사의 성인애착 하위변인인 불안애착과 회피애착이 높을수록 정서조절능력, 교사효능감 및 교사행동의 질의 수준이 낮았다. 둘째, 영아교사의 성인애착 중 불안애착과 교사행동의 질과의 관계에서 정서조절능력은 부분적으로 매개하는 것으로 나타났으나 회피애착과 교사행동의 질과의 관계에서 정서조절능력의 매개효과는 없는 것으로 나타났다. 셋째, 영아교사의 성인애착 중 불안애착과 교사행동의 질과의 관계에서 교사효능감은 부분적으로 매개하는 것으로 나타났으며 회피애착과 교사행동의 질과의 관계에서 교사효능감은 완전 매개효과를 보이는 것으로 나타났다.

This study examined about the relationships among infant care teacher's adult attachment, emotional regulation ability, teacher efficacy and the quality of teachers' interaction behaviors. The subjects were 127 teachers working with children between the ages of zero to two at 42 child care centers in Seoul and Incheon-si, Kyunggi-Do area. The Assessment Scales for Day Care Programs(Rhee et al., 2003) was used to observe the quality of teachers' interaction behaviors. To measure the teacher's adult attachment, the self-reported questionnaires for adult attachment, ECR(Experiences in Close Relationships), was used. Emotional regulation ability was measured by Emotional Regulation Scale(Moon, 1999) and teachers' efficacy was measured by a modified version of Teaching Efficacy Instrument(Kim & Seo, 2010). The collected data was analyzed using descriptive statistics correlations, pearson correlation analysis, a series of multiple regressions and Sobel test. The results of this study were as follows: First, the infant care teacher's attachment anxiety and attachment avoidance were associated with emotional regulation ability, teacher efficacy and the quality of teacher behavior. Second, emotional regulation ability partially mediated the relationship between attachment anxiety and the quality of teacher behavior. But emotional regulation ability did not mediated the relationship between attachment avoidance and the quality of teacher behavior. Third, the relation between teacher's attachment anxiety and the quality of teacher behavior was partially mediated by teacher efficacy. But the relation between infant teacher's attachment avoidance and the quality of teacher behavior was completely mediated by teacher efficacy. Thus, the emotion regulation skills and teacher efficacy, in part, work as mediating factors, indicating that it can help the teachers with attachment anxiety to improve their quality of teacher behavior. And teacher efficacy completely work as mediating factor, showing that it can make the quality of teacher behavior of teachers with attachment avoidance better.