유아교사의 누리과정 운영 및 직무 자율성과 역할수행 관계에서 동료교사 협력관계와 원장 신뢰의 매개효과

초록

Purpose: The purpose of this study was to examine the mediating effects of peer-teacher partnership and trust for the director between Nuri Curriculum management, job autonomy, and role performance as perceived by Early Childhood teachers. Methods: The subjects of this study were 327 Early Childhood teachers working in public and private kindergartens located in C city, Gyeongsangnam-province, who took the same job training and data was collected through online surveys. The collected questionnaires were analyzed using SPSS program, and the results of the study were derived by applying reliability test, correlation analysis, multiple regression analysis, and mediation regression analysis. Results: To summarize the results of this study, there was a significant positive relationship between Nuri Curriculum management and job autonomy as perceived by Early Childhood teachers, peer teacher cooperative relationship and trust for the director, and role performance, and Nuri Curriculum management and job autonomy, peer teacher cooperative relationship and trust for the director were found to be important variables explaining Early Childhood teachers’ role performance. In addition, in the relationship between Nuri Curriculum management, job autonomy, and role performance of Early Childhood teachers, peer-teacher cooperative relationship and trust for the director were found to have a significant effect as a partial mediator. Conclusion: As the Nuri Curriculum centered on children and play is applied to the field, teachers can smoothly perform their roles as curriculum designers, daily planners and performers, counselors and advisors, researchers, administrative tasks and managers based on various forms of autonomy in the operation of the Nuri Curriculum and job operations. In this process, the cooperative relationship with fellow teachers and the trust for the director are expected to serve as a link to demonstrate the competence of early childhood teachers.

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