유아교사의 자기결정성과 사회적 지지가 디지털 역량에 미치는 영향
The Effect of Self-determination and Social Support of Early Childhood Teachers on Digital Competence
- 주제(키워드) 도움말 유아교사(early childhood teacher) , 디지털 역량(digital competence) , 자기결정성(self-determination) , 사회적 지지(social support)
- 발행기관 강릉원주대학교 교육대학원
- 지도교수 도움말 양유진
- 발행년도 2024
- 학위수여년월 2025. 2
- 학위명 석사
- 학과 및 전공 도움말 교육대학원 유아교육
- 실제URI http://www.dcollection.net/handler/kangnung/000000012088
- UCI I804:42001-000000012088
- 본문언어 한국어
초록/요약 도움말
This study aims to explore the effects of early childhood teachers’ self-determination and social support on their digital competence. Through this, the study seeks to provide implications for enhancing the digital competence of pre-service and in-service early childhood teachers. According to this purpose, research questions were established as follows: 1. What are the general trends of self-determination, social support, and digital competence according to the individual variables of early childhood teachers? 2. What are the correlations among self-determination, social support, and digital competence in early childhood teachers? 3. What are the effects of self-determination and social support on the digital competence of early childhood teachers? To address these questions, prior studies on early childhood teachers' digital competence were reviewed, and a preliminary survey was conducted to finalize the questionnaire. The survey was then administered to 300 in-service early childhood teachers, with 239 valid responses used for analysis. The collected data were analyzed using SPSS 23.0. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were calculated, and reliability analysis was conducted. Independent sample t-test, one-way ANOVA, and Duncan’s post hoc tests were performed to examine differences in self-determination, social support, and digital competence based on general background variables (e.g., type of work institution, age, educational background, teaching experience, and participation in technology-related training). Pearson’s correlation analysis was conducted to explore the relationships among self-determination, social support, and digital competence, while stepwise regression analysis was used to examine the effects of self-determination and social support on digital competence. The results of the study are summarized as follows: First, significant differences were found in part of self-determination, social support, and digital competence based on the general background of early childhood teachers. Self-determination varied by type of work institution, age, and educational background, while social support showed differences by age. Digital competence varied by type of work institution, age, educational background, teaching experience, and technology-related training experience. Second, positive correlations were observed among most aspects of self-determination, social support, and digital competence. Third, self-determination and social support were found to partially influence digital competence. Specifically, self-determination and out-of-preschool social support positively influenced digital competence. Among the subfactor, competence, out-of-preschool informational support, and out-of-preschool emotional support had positive effects, while in-preschool emotional support had a negative effect. Regarding the subfactor of digital competence, self-determination and out-of-preschool social support positively influenced digital citizenship, digital thinking ability, and the digital content production and platform utilization. On the other hand, in-preschool social support positively influenced digital pedagogy. Based on these findings, measures to increase self-determination and strengthen social support were discussed to strengthen the digital competence of early childhood teachers. It was emphasized that early childhood education feild should create an environment where teachers can autonomously plan educational activities, feel competent, and foster positive relationships. And for pre-service early childhood teacher education, adopting learning methods that promote autonomy was suggested. Additionally, ensuring that early childhood teachers can spend sufficient time with family and friends to maintain close relationships and psychological stability was highlighted. Lastly, further in-depth research on how in-preschool emotional support can be applied positively to early childhood teachers was recommended. Keywords : Early Childhood Teacher, Self-determination, Social Support, Digital Competence
more목차 도움말
Abstract i
Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구 문제 8
3. 용어의 정의 8
1) 자기결정성 8
2) 사회적 지지 8
3) 디지털 역량 9
Ⅱ. 이론적 배경 10
1. 자기결정성 10
1) 자기결정성의 정의와 구성요소 10
2) 유아교사의 자기결정성 11
2. 사회적 지지 15
1) 사회적 지지의 정의와 구성요소 15
2) 유아교사의 사회적 지지 18
3. 유아교사와 디지털 역량 21
1) 디지털 역량의 정의와 구성요소 21
2) 유아교사의 디지털 역량의 중요성 30
3) 유아교사의 디지털 역량에 영향을 미치는 요인 32
4. 유아교사의 자기결정성, 사회적 지지, 디지털 역량의 관계 37
1) 유아교사의 자기결정성과 디지털 역량의 관계 37
2) 유아교사의 사회적 지지와 디지털 역량의 관계 39
Ⅲ. 연구 방법 43
1. 연구 대상 43
2. 연구 도구 44
1) 자기결정성 44
2) 사회적 지지 45
3) 디지털 역량 46
3. 연구 절차 48
1) 예비 조사 48
2) 본 조사 48
4. 자료 분석 49
Ⅳ. 결과 및 해석 50
1. 유아교사의 자기결정성, 사회적 지지, 디지털 역량의 일반적 경향 50
2. 유아교사의 일반적 배경에 따른 자기결정성, 사회적 지지, 디지털 역량 53
1) 유아교사의 일반적 배경에 따른 자기결정성 53
2) 유아교사의 일반적 배경에 따른 사회적 지지 57
3) 유아교사의 일반적 배경에 따른 디지털 역량 63
3. 유아교사의 자기결정성, 사회적 지지, 디지털 역량의 관계 70
4. 유아교사의 자기결정성과 사회적 지지가 디지털 역량에 미치는 영향 73
1) 유아교사의 자기결정성과 사회적 지지가 디지털 역량에 미치는 영향 73
2) 유아교사의 자기결정성과 사회적 지지 하위요인이 디지털 역량에 미치는 영향 76
3) 유아교사의 자기결정성과 사회적 지지가 디지털 역량 하위요인에 미치는 영향 79
Ⅴ. 논의 및 제언 87
1. 요약 및 논의 87
2. 제언 99
참고문헌 101
부록 108
