누리과정 교사의 전문성, 교육과정 운영 및 직무만족도의 관계연구
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The Relationship between Nuri-Teachers' Professionalism, Curriculum Implementation and Job Satisfaction Shin, Moon Hee Major in Education Psychology Graduate School of Education Gyeongsang National University Jinju, Korea Supervised by Professor Cho, Han-Ik The study is to examine the relationship between Nuri-teachers' professionalism, curriculum implementation, and job satisfaction. The subjects of the study were 165 teachers(116 Kindergartens teachers, 49 Daycare centers teachers) from kindergartens and daycare centers in Gyeongsangnam-do. The instruments used in the study were Nuri-teachers' professionalism, curriculum implementation, and job satisfaction. For the data analyses, SPSS 21.0 program was used. The results of the study were as follows: First, There were the careers of early childhood that teachers had significant differences on the experiences and professional qualifications. However, there was no differences of early childhood teachers according to the positions of teacher expertise. * A thesis submitted to the Committee of the Graduate School of Education, Gyeongsang National University in partial fulfillment of the requirements for the Master's degree of Education in August, 2014. Second, Nuri teachers' background variables had differences on teacher's professionalism, curriculum implementation, and job satisfaction. Teacher's status made a difference according to the evaluation of Nuri curriculum. The careers and certification of early childhood teachers had differences on planning, implementation, and evaluation of Nuri curriculum. However, There was no difference on the Nuri Curriculum planning and implementation according to the teacher's status. Third, there had positive correlations among teachers' professionalism, Nuri curriculum, and job satisfaction. In the subfactor analysis of Nuri curriculum, these variables had also positive correlations with teachers' professionalism and job satisfaction. Fourth, professionalism of teachers effected on Nuri curriculum and Nuri-teachers' professionalism had a strong effect on job satisfaction. However, Nuri curriculum did not affected job satisfaction. Although, the sub-factors of teachers' professionalism such as economic status and social service effected on the job satisfaction of teachers, Nuri Curriculum did not have an effect on early childhood teacher's job satisfaction.