본 연구에서는 교원양성기관에 재학 중인 예비유아교사들의 DISC 행동유형과 교직 적성‧인성의 현황 및 두 변인 간의 관계가 어떠한가를 확인하여 개인의 특징에 따른 객관적 이해를 기반으로 한 교직 적․인성 지원체계를 마련하는데 기초자료를 제공하고자 한다. 이를 위해 경기, 충청도 지역에 위치한 ‘유치원 2급 정교사’ 자격증을 취득할 수 있는 교육과정을 다루고 있는 3년제 대학교의 유아 교육과 학생 168명을 대상으로 자료를 분석하였다. 연구결과는 첫째, 예비유아교사의 행동유형은 상 호작용(I)형이 44.0%로 가장 많이 나타났으며 다음으로 지지(S)형 28.6%, 판단(C)형 14.3%, 주도(D)형 13.1% 순으로 나타났다. 둘째, 예비유아교사의 교직 적성․인성의 15개 하위검사별 평균은 3.02에서 4.24(만점 5점)이었으며 소명감‧교직관 및 민감성이 비교적 높은 평균을 나타낸 것에 비해 심리적 안 정성의 평균은 가장 낮게 나타났다. 셋째, 예비유아교사의 행동특성과 교직 적성․인성 간의 관계에 서 상호작용(I)형은 교직 적성․인성의 공감‧표현력, 지도성 및 열정과 비교적 높은 정적상관을 보인 반면 문제해결력‧탐구력, 계획성과는 비교적 낮은 정적상관을 나타냈다. 지지(S)형은 교직 적성․인성 의 봉사․희생․협동 및 열정과 비교적 높은 정적상관을 보인 반면 심리적 안정, 언어․의사소통능력 과 유의미한 상관을 나타나지 않았다. 판단(C)형은 교직 적성․인성의 판단력, 계획성, 문제해결력․ 탐구력과 비교적 높은 정적상관을 보인 반면 심리적 안정과 유의미한 상관이 나타나지 않았다. 주도 (D)형은 교직 적성․인성의 지도성, 언어․의사소통능력, 성실․책임감과 비교적 높은 정적상관을 보 인 반면 민감성과는 비교적 낮은 정적상관을 나타냈다. 본 연구는 교원양성기관에 재학 중인 예비유 아교사들의 행동특성 및 교직 적‧인성을 분석하였다는 점과 교원양성기관이 예비유아교사의 교직 적 ‧인성을 지속적으로 지원해 줌에 있어서 행동특성별 강점을 최대화하고 약점을 최소화하는 노력이 필요함을 시사한다.
This study intends to provide basic materials for preparing teacher aptitude and character based on the objective understanding by individual characteristics, by verifying DISC behavior type and current status of teacher aptitude and character of would-be early childhood teachers studying in teacher training institutions, as well as the correlation between two variables. For the purpose of this, this study analyzed the data oriented to 168 students of Early Childhood Education of three-year colleges located in Gyeonggi-do and Chungcheong-do, under the curriculum allowing the obtainment of certificate of “The Second-Level Regular Kindergarten Teacher”. According to the research result, firstly, the behavior type of would-be early childhood teachers which is most frequently observed was Interaction type (I) registering up to 44.0%, followed by Supportive type (S) by 28.6%, Compliance type (C) by 14.3% and Dominance type (D) by 13.1%. Secondly, regarding the 15 subtests in terms of teacher aptitude and character of would-be early childhood teachers, the average score turned out to range from 3.02 to 4.24 (Full mark: 5.0). While higher average score was observed in vocation, view of teachership and sensitivity, the lowest average score was observed in psychological stability. Thirdly, the Interaction type (I) in the relationship between behavior characteristics and teacher aptitude and character of would-be early childhood teachers showed a higher positive correlation with sympathy, expressive ability, leadership and passion of teacher aptitude and character, but it showed a lower positive correlation with problem-solving ability, inquiry ability and planning ability. The Supportive type (S) showed a higher positive correlation with service, sacrifice, cooperation and passion of teacher aptitude and character, but there was no significant correlation with psychological stability, linguistic and communication ability. Regarding the Compliance type (C), a higher positive correlation was shown with judgement, planning ability, problem-solving ability and inquiry ability of teacher aptitude and character, while there was no significant correlation with psychological stability. Regarding the Dominance type (D), a higher positive correlation was displayed with leadership, linguistic and communication ability, sincerity and responsibility of teacher aptitude and character, while there was lower positive correlation with sensitivity. This study has significance in the sense that it analyzed behavior characteristics and teacher aptitude and character of would-be early childhood teachers studying at teacher training institutions, and implies that many efforts are required to maximize strength by each behavior characteristic and minimize the weakness while teacher training institutions are constantly offering teacher aptitude and character of early childhood teachers.
1. 서론 2. 연구방법 3. 연구결과 References
