어머니의 양육태도와 유아의 정서지능이 교사-유아 관계에 미치는 영향

Abstract

본 연구는 만 3, 4, 5세 유아의 교사와 유아 관계에 영향을 미치는 어머니의 양육태도와 유아의 정서지능의 직·간접적인 영향을 파악하여 교사와 유아 관계에 영향을 주는 요인에 대하여 연구하고자 한다. 이를 위해 본 연구의 연구문제는 다음과 같다. 연구문제 1 어머니의 양육태도와 유아의 정서지능 그리고 교사와 유아관계는 어떠한 상관관계가 있는가? 연구문제 2 어머니의 양육태도와 유아의 정서지능이 교사와 유아관계에 어떠한 영향을 미치는가? 연구문제 3 어머니의 양육태도와 교사-유아 관계에서 유아의 정서지능은 매개효과를 보이는가? 본 연구의 대상은 제주시 소재 어린이집 및 유치원 만 3세, 4세, 5세 원아 350명과 그들의 어머니 그리고 27명의 교사들을 대상으로 하였다. 측정도구는 어머니의 양육태도 (김인순, 1991), 유아의 정서지능 (김영란, 2010), 교사-유아 관계 (이진숙, 2002)를 사용하였다. 자료분석은 변수들간의 관계를 알아보기 위하여 Pearson의 적률상관관계분석을 실시하였다. 독립변수와 종속변수의 영향을 알아보기 위하여 다중회귀분석을 실시하였으며, 어머니의 양육태도와 교사-유아 관계에서 유아의 정서지능 매개효과를 알아보기 위하여 Baron & Kenny(1986)의 3단계 분석방법을 이용하여 Sobel Test로 유의성을 검증하였다. 본 연구의 결과는 다음과 같다. 첫째, 교사-유아의 친밀감은 자율-민주, 애정-과보호 양육태도와 유아의 정서지능이 증가할수록 증가하였지만 통제-권위, 거부-방임 양육태도를 보일수록 감소하였다. 교사-유아의 갈등은 통제-권위 양육태도일때 증가하였고, 다른 사람의 정서를 인식하고 조절할 때에는 감소하였다. 교사-유아의 의존은 통제-권위 양육태도일때 증가하였고 자율-민주, 애정-과보호 양육태도이고 정서지능이 높을수록 감소하였다. 둘째, 교사-유아의 친밀은 자율-민주 양육태도와 유아의 자기 정서인식과 타인 정서인식으로부터 정적영향을 받고, 통제-권위 양육태도에는 부적영향을 받았다. 교사-유아의 갈등은 통제-권위 양육태도에 정적영향을 받으며 유아의 타인정서인식에서는 부적영향을 받았다. 교사-유아의 의존은 통제-권위 양육태도에 정적영향을 받으며 자율-민주, 애정-과보호, 거부-방임 양육태도와 유아의 정서지능에서는 부적영향을 받았다. 셋째, 유아의 자기 정서인식은 자율-민주, 애정-과보호, 거부-방임과 친밀, 의존에 매개효과를 갖고 있었으며 거부-방임과는 완전매개효과를 갖고 있었다. 유아의 타인 정서인식은 자율-민주, 통제-권위와 친밀, 자율-민주와 의존, 통제-권위와 갈등에서 매개효과를 갖고 있었다. 유아의 타인 정서조절은 자율-민주와 친밀, 자율-민주?애정-과보호와 의존에서 매개효과를 갖고 있었다.

The purpose of this study to study the factors that affect teacher-child relationship to identify the maternal parenting attitudes and direct/indirect effect of child's emotional intelligence. To this end, the research questions of the study are as follows : First, A maternal parenting attitudes, an child's emotional intelligence, and teachers-child relationships are any correlation? Second, A maternal parenting attitudes and child's emotional intelligence does affect the teacher-child relationship ? Third, A maternal parenting attitudes and child's emotional intelligence does directly /indirectly affect teacher-child relationship? The subjects of this study were 272 childs(5, 6, 7 years old), attending the 5 day care centers and kindergartens in Jeju, and their mother and 27 teachers.

Measurement tools of a maternal parenting attitude are produced by Lee Won-Young(1983) which are based on 'Maternal attitude Instrument(MBRI)' of Shafer, and they are reorganized into the questionnaire by Kim In-Soon(1991) and Ko Young-Mi(1996) Measurement tools of child's emotional intelligence was used that Validation Kim Young-Ran (2010) that is produced by Lee Byoung-Rae(1197) on the basis of Salovey and Mayer (1996) and Goleman (1995). In order to measure teacher-child relationships, Pianta's Student-teacher relationship scale(SCRS) was used to complement the modified by Lee Jin-Sook(2002). For data analysis, SPSS 18.0 program was used. In order to verify the validity and reliability of the research, feasibility analysis conducted and Cronbach's α value was calculated. Pearson's product-moment correlation analysis was conducted to investigate the relationship between variables. Multiple regression analysis was conducted to investigate the causal impact of the independent variables as the dependent variable. Four-step analysis of Baron and Kenny(1986) was used to identify the mediating effect of child's emotional intelligence between maternal parenting attitudes and teacher-child relationship. And then statistical significance was tested with the Sobel Test. The results of this study are as follows : First, in relation to teacher-child relationship, autonomous(democrat)/ affection(protection) of maternal parenting attitudes and child's emotional intelligence increased, and increased intimacy. But control(authority)/ denial(nonintervention) of maternal parenting attitudes increased, and decreased intimacy. The higher the control(authority) of the maternal parenting attitudes, the higher the conflict between teachers and children. And conflict decreased when adjusted to recognize other people's emotions. The higher the control(authority) of the maternal parenting attitude, the higher the dependence between teachers and children. Dependence decreased when maternal parenting attitudes are autonomous, affection and higher child's emotional intelligence. Second, the child's emotional self-awareness appeared to be positive affected by autonomous(democrat), affection(protection) and denial(nonintervention) of the maternal parenting attitudes. The child's emotional self-regulation was positive affected by autonomous(democrat) of the maternal parenting attitudes, but was negative affected by control(authority) of the maternal parenting. The child's others emotional awareness appeared to be positive affected by autonomous(democrat) of the maternal parenting attitudes, but was negative affected by control(authority) and denial(intervention) of the maternal parenting attitude. The child's others emotional regulation appeared to be positive affected by autonomous(democrat), affection(protection) and control (authority) of the maternal parenting attitudes, but was negative affected by denial(intervention) of the maternal parenting. Third, intimacy appeared to be positive affected by the child's self-awareness and others emotional awareness. Conflict was negative affected by others emotional awareness, and dependence was negative affected by the child's self-awareness. Fourth, intimacy appeared to be positive affected by autonomous(democrat) of the maternal parenting attitudes, but was negative affected by control (authority) of the maternal parenting attitude. Conflict was positive affected by control(authority) of the maternal parenting attitude. Dependence was negative affected by autonomous(democrat), affection(protection) and control (authority) of the maternal parenting attitudes, but was negative affected by control(authority) of the maternal parenting attitude. Fifth, the child's emotional self-awareness had a mediating effect between autonomous(democrat) of the maternal parenting attitudes and intimacy of teacher-child relationship. Others emotional awareness appeared to had a mediating effect between autonomous(democrat)/control(authority) of the maternal parenting attitudes and intimacy of teacher-child relationship. Others emotional regulation had a mediating effect between autonomous (democrat) of the maternal parenting attitudes and intimacy of teacher-child relationship. However, the child's emotional self-regulation didn't play a role of the mediating parameter under the statically significant level. Only the child's others emotional awareness showed that the role of the mediating parameters in the conflict of teacher-child relationship. The child's emotional self-awareness had a mediating effect between autonomous (democrat)/affection(protection)/denial(nonintervention) of the maternal parenting attitudes and intimacy of teacher-child relationship. Especially, appeared to have a complete mediating effect between denial(nonintervention) of the maternal parenting attitudes and intimacy. The child's emotional awareness and others emotional awareness had a mediating effect between autonomous(democrat) of maternal parenting attitude and dependence of teacher-child relationship, and others emotional regulation had a mediating effect between autonomous(democrat)/affection(protection) and dependence of teacher-child relationship. In this study, the mediating effect of the child's emotional intelligence, said there is some significance in the process of maternal parenting attitudes that affect the teacher-child relationship. You could see that the maternal parenting attitudes, as well as improvements in order to increase the intimacy between teachers and chidren up to be able to see the effects of programs that can improve the emotional intelligence of children with.