교실환경, 교사효능감, 교사-유아 상호작용, 유아의 인지능력, 창의성 간의 구조적 관계 분석
The structural relationships among classroom environment, teacher efficacy, teacher-child interactions, and children’s cognitive ability and creativity
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본 연구의 목적은 교실환경, 교사효능감, 교사-유아 상호작용, 유아의 인지능력, 창의성 간의 구조적 관계를 통합적으로 살펴보는 것이었다. 이를 위해 한국아동패널 5차년도 949명의자료를 활용하였으며, 구조모형분석 결과는 다음과 같다. 첫째, 교실환경, 교사효능감, 교사- 유아 상호작용, 유아의 인지능력, 창의성 간 인과관계를 설정한 것이 타당한 것으로 확인되었다. 둘째, 잘 구성된 교실환경은 교사효능감, 교사-유아 상호작용, 유아의 인지능력에 긍정적인 영향을 미치는 것으로 나타났으며, 교실환경이 유아의 창의성에 직접적인 영향을 미치지는 않지만, 교사효능감, 유아의 인지능력을 매개로 한 간접효과가 있는 것으로 확인되었다. 셋째, 교사효능감은 교사-유아 상호작용, 유아의 인지능력에 직접적인 영향을 미치는 반면, 교사효능감은 유아의 창의성에는 직접적인 영향을 미치지 않으며 인지능력을 통한 간접적인영향을 미치는 것으로 확인되었다. 넷째, 유아의 인지능력은 창의성에 직접효과가 있는 것으로 확인되었다. 본 연구결과는 유아의 창의성 발달을 이해하고 이에 대한 적절한 개입 목표및 전략을 수립함에 있어 개입의 효과가 클 것으로 예상되는 변인을 확인했다는 점에서 학문적, 실제적 의의가 있다.
Abstract
The purpose of this study was to investigate the structural relationships among classroom environment, teacher efficacy, teacher-child interactions, and children’s cognitive ability and creativity. We adopted Structural Equation Model (SEM) to analyzed data of 949 from the 5th year of Korean Children and Youth Panel Survey and the major findings of this study are as follows. First, there was a significant structural relationship among classroom environment, teacher efficacy, teacher-child interactions, and children’s cognitive ability and creativity. Second, well structured and decorated classroom positively influenced on teacher efficacy, teacher-child interactions, and children’s cognitive ability. However, classroom environment influenced on children’s creativity only through teacher efficacy and children’s cognitive ability. In other words, there was no direct relationship between classroom environment and children’s creativity. Third, teacher efficacy showed a direct significant influences on teacher-child interactions, and children’s cognitive ability whereas it showed an indirect influences on children’s creativity by children’s cognitive ability. Fourth, children’s cognitive ability signifiant influenced on children’s creativity. Accordingly, this study suggests that certain personal and environmental intervention variables should be considered in order to develop the most effective program to improve children’s creativity.
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