본 연구는 유아교사의 환경교수효능감이 환경교육 경험, 환경지식 및 환경친화적 태도와 어떠한 관계 가 있으며, 이들 변인의 환경교수효능감에 대한 설명력은 어떠한지를 알아보고자 하였다. 이를 위해 충청북도 지역 어린이집 및 유치원 교사 325명을 대상으로 질문지 조사를 하여 분석하였다. 연구결 과, 첫째, 유아교사의 환경교수효능감은 중간 점수 수준으로 나타났으며, 환경교육 경험은 중간 점수 보다 낮은 수준, 환경지식과 환경친화적 태도는 중간 점수보다 높은 수준으로 나타났다. 둘째, 유아 교사의 환경교수효능감은 환경친화적 태도, 유년기 환경경험, 현직교사시기 환경경험, 예비교사시기 환경경험 순으로 유의미한 정적 상관이 나타났으며, 환경지식은 유의미한 상관이 나타나지 않았다. 셋째, 유아교사의 환경교수효능감에 대한 설명력은 환경친화적 태도, 예비교사시기 환경경험, 유년기 환경경험 순으로 나타났다.
This study investigated the relationship between early childhood teachers' environmental education teaching efficacy beliefs and their experience of environmental education, environmental knowledge and pro- environmental attitude and the explanation power of variables to the environmental education teaching efficacy beliefs. For this study, the subjects were 325 early childhood teachers in ChungBuk area. Data were obtained through the questionnaire and analyzed by SPSS. As the results, firstly, the level of environmental education teaching efficacy beliefs of the subjects was normal level, their experience of environmental education was lower level than normal, and their environmental knowledge and pro-environmental attitude was higher level than normal. Secondly, the environmental education teaching efficacy beliefs of the subjects had a positive relationship with the pro-environmental attitude, the environmental experience of their childhood, the environmental experience as in-service teacher and the environmental experience during pre-service teacher period in order of meaning. Thirdly, the explanation power of variables to the environmental education teaching efficacy beliefs was revealed in order of the pro-environmental attitude, the environmental experience as pre-service teacher, and the environmental experience of childhood.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구 결과 Ⅳ. 논의 및 결론 참고문헌
