유아교사의 교육과정 운영 자율성, 전문성과 책무성이 2019 개정 누리과정 놀이 실행에 미치는 영향

초록

Objectives The purpose of this study was to examine the effect of early childhood teachers’ autonomy of curricu lum operation, professionalism, and accountability on play implementation of the 2019 revised Nuri curriculum. Methods For data collection, 287 early childhood teachers in Gyeongnam were surveyed by questionnaires about autonomy of curriculum operation, professionalism, accountability, play implementation of the 2019 revised Nuri curriculum from 1 July 2024 to 5 August. For data analysis, descriptive statistics, one-way ANOVA, hierarchical multiple regression analysis were used by SPSS 27.0. Results First, early childhood teachers' autonomy of curriculum operation, professionalism, accountability, and play implementation of the 2019 revised Nuri curriculum showed significant difference by the teachers’ age, in stitutional type, age of the class in charge, number of young children in the class. Second, there were significant positive correlation between teachers’ autonomy of curriculum operation, professionalism, accountability, and play implementation of the 2019 revised Nuri curriculum. Third, early childhood teachers’ autonomy of curriculum operation, professionalism, and accountability had significant effect on the play implementation 2019 revised Nuri curriculum. Conclusions In order to promote early childhood teachers' play implementation 2019 revised Nuri curriculum, it is important to increase the level of autonomy of curriculum operation, professionalism, and accountability, and teacher education should be supported for this.

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