유아교사의 교수효능감과 심리적 소진에 따른 교사의 언어적 통제유형 차이

Abstract

The purpose of this study was to investigate differences in linguistic control type of early childhood teachers depending on their teacher efficacy and psychological burn-out levels. For this purpose, a total of 214 early-childhood teachers completed self-report questionnaires about teacher efficacy, psychological burn-out, and linguistic control type. The results of ANOVA and Tukey analyses showed that the perceived level of teacher efficacy influenced the use of imperative control type. Specifically, teachers with high level of teacher efficacy showed less use of imperative linguistic control type than teachers with low level of efficacy. The results also showed that psychological burn-out level had significant effects on the participants’ use of imperative and status-oriented linguistic control types. Teachers with high level of psychological burn-out tended to use more negative and cynical types of linguistic control than teachers with low level of psychological burn-out. The results of this study suggest the importance of enhancing teacher efficacy and reducing psychological burn-out of early childhood teachers for positive and less controlling interaction between teacher and young children.