유아교사-어머니 관계의 어려움에 대한 상호인식

서지정보

ㆍ발행기관 : 한국육아지원학회 ㆍ수록지정보 : 육아지원연구 / 9권 / 2호
ㆍ저자명 : 김순환, 김하진, 나원정

목차

Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의 및 결론
참 고 문 헌

한국어 초록

본 연구는 유아교사와 어머니 관계에서 나타나는 교사와 어머니 유형별 어려움(발생빈도 인식, 스트
레스 정도)과 어려움의 차이를 교사변인과 부모변인에 따라 살펴보고자 하였다. 이를 위해 수도권에 소
재한 유치원과 어린이집의 영유아를 담당하는 교사 32명과 이들 교사의 학급에 자녀를 보내고 있는 어
머니 61명을 대상으로 어머니용, 교사용 설문지를 통해 자료를 수집하였다. 연구결과, 교사는 극성형
어머니유형에 대해 어머니는 방임형 교사유형에 대해 어려움을 빈번하게 인식하였고 스트레스를 많이
느꼈다. 변인별로 첫째, 교사 변인에 따른 교사의 어려움을 알아본 결과 어린이집 교사, 경력이 2년 이
상 5년 미만과 10년 이상의 교사 집단이 보다 어려움을 많이 느끼는 것으로 나타났다. 학력 측면에서는
보육교사 양성원을 졸업한 교사가 전문대학 및 대학교 이상을 졸업한 교사보다 어머니와의 관계에서
어려움을 느끼는 것으로 나타났다. 그러나 교사의 연령이나 결혼여부는 교사의 발생빈도인식과 스트레
스 정도에서 유의한 차이가 나타나지 않았다. 둘째, 어머니 변인에 따른 어머니의 어려움을 알아본 결
과, 자녀의 연령이 어릴수록, 교육기관 경험이 세 군데 이상일수록 어려움을 많이 느끼는 것으로 나타
났다. 어머니의 연령과 학력은 관계에 영향을 미치지 않았으나 어머니가 직업이 있는 경우 교사와의 관
계에서 어려움을 보다 자주, 강하게 느끼는 것으로 나타났다. 셋째, 유아교사와 어머니의 상호어려움에
있어서는 유아교사가 어머니보다 어려움을 보다 빈번하게 인식하였고 스트레스를 많이 느꼈다. 교사와
어머니의 관계에 나타난 어려움의 경우, 특정 교사 및 어머니 유형별 교사-어머니 관계에서 어려움을
더 빈번하게 또는 스트레스를 더 많이 인식하였다.

영어 초록

The purpose of this study was to examine difficulties early childhood educators and mothers
face in a dyad relationship, the difference in their mutual perceptions and details concerning
the problems. In this regard we looked into the mutual difficulties between early childhood
educators and mothers engaged in a dyad relationship with diverse personal variables. The
respondents were 61 mother-early childhood educator pairs from two kindergartens and one
day-care center in the capital region of Korea. Thirty two early childhood educators were asked
to answer the questionnaire and to solicit two mothers in their classes, the first two in alphabetic
orders of children per class, to participate. The data were collected using separate
questionnaires for each group. The research was measured by using the Questionnaire for
Teachers about Parents(QTP) by Prakke, Peet, & Wolf(2007) which was developed to measure
the difficulties Dutch elementary school teachers face in the relationship with parents. The
questionnaire for teachers was interpreted then modified to fit the actual circumstances of
Korea’s early childhood education and the term ‘parents’ was modified to ‘mothers’. Then we
newly developed a questionnaire for mothers based on the modified Korean QTP.
The results of this study were as follows. First, in terms of early childhood educator variables,
day-care center teachers felt greater difficulty facing mothers compared with kindergarten
teachers. Teachers with more than two years of teaching experience felt more difficulties than
those who had less than two years of work experience. Those who studied at Caregiver Training
Centers felt more difficulties in the relationship than those who studied at Colleges or
Universities. However, the teacher's age or marital status did not affect the relationship.
Second, in terms of mother variables, when the age of the child was younger, and when the
child has experienced more than three institutes, the mother felt more difficulties in dealing
with the early childhood educator. Mother's age or academic background did not affect the
relationship, but working mothers felt difficulties in the relationship with teachers more often
and more strongly than stay at home mothers. Third, in terms of mutual difficulties, the early
childhood educator felt difficulties more often and more strongly than the mother. There was
a positive correlation between the frequency and intensity of the difficulties that mothers and
teachers perceive in their relationship generally. As for teachers they did not only perceive
difficulties with mothers in general, but also felt the difficulties accordingly with types of
problematic mother behavior.
The implication of this study is that as we found that teachers felt much more difficulties
than mothers, methods to resolve the teachers’ problems should come first to improve and
support the relationship. And as we found that teachers with more than two years of teaching
experience felt more difficulties, support towards novice teachers should not stop, and
persistently be given even to teachers who have career experience.

참고 자료

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