만 2세 영아반 교사로서 맺는 다양한 관계에서 경험하는 정서 분석
An Analysis of the Toddler Teachers' Emotions Emerging from Their Various Relationships in Child Care Settings
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본 연구는 만 2세 영아반 교사들을 대상으로 영아반 교사들이 맺는 다양한 관계에서 경험하는 정서를 탐색하는 것을 목적으로 하였다. 이러한 목적을 달성하기 위해 만 2세반을 담당하고 있는 교사 13명을 대상으로 심층면담을 실시하였다. 연구 결과, 첫째, 교사들은 영아와의 관계에서 개별적인 애착형성에서 느끼는 보람과 기쁨, 영아의 교육과 성장발달에서 느끼는 성취감, 영아의 발달 특성에 대한 적응과 육체적․정신적 요구의 과다에서 오는 어려움, 교사주도의 집단활동을 계획․실행하면서 느끼는 난감함의 정서를 주로 가지고 있었다. 둘째, 부모와의 관계에서는 영아를 위해 협력하고 신뢰하면서 느끼는 만족감과 잦은 접촉으로 인해 느끼는 부담감, 그리고 어린 나이와 자녀양육경험이 없는데서 느끼는 위축감의 정서가 있는 것으로 나타났다. 셋째, 원장 및 동료교사와의 관계에서는 협력 및 지원을 통해 동기가 부여되고 만족감을 느끼지만 교육․보육과정 운영 중에 미묘한 갈등과 불편함의 정서도 가지고 있는 것으로 나타났다. 이러한 결과는 영아반 교사의 업무 특성 이해와 영아반 교사를 지원할 수 있는 방안 모색의 중요성을 시사한다.
Abstract
This qualitative study sought to explore toddler teachers' emotions that emerge from their various relationships in two-year-old classrooms. 13 teachers who were working with toddlers in child care centers in Seoul, Incheon, and Gyeong-Gi providence were invited to participate in this study, and data were collected through in-depth interviews. The overall findings of this study are as follows. First, toddler teachers had not only feelings of pleasure and reward but also feelings of difficulties and being at a loss in their relationships with toddlers. Second, toddlers teachers felt satisfaction and worth of their work, but also felt difficulties and burdened in their relationships with toddlers' parents. Third, toddlers teachers felt satisfaction, subtle complications, and discomfort in their relationships with their principals and other teachers. Implications of the results were discussed, highlighting the necessity for understanding toddler teachers' work and for supporting their work.
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