본 연구는 ‘영아교사용 교수효능감 척도’를 개발하고 이를 타당화하는데 목적이 있었다. 먼저, 문헌 고찰에 기초하여 교수효능감을 구성하는 3개 요인을 추출하여 1차 시안을 고안하고, 전문가 협의회를 통해 2차 시안을 마련했으며, 예비연구를 실시하여 3차 시안을 완성하였다. 최종문항을 선정하기 위한 본 연구에서는 문항분석 결과와 문항 내용을 고려하여 30문항으로 구성된 최종척도를 확정하였다. 구인타당도 검증은 확인적 요인분석을 통하여 모형의 적합도와 표준화된 요인부하량(β= .729∼.859)을 확인하였고, 내용타당도는 전문가 검토로 이루어졌으며, 기존 척도와의 상관분석을 통해 준거타당도(r=.540, p<.001)를 확인하였다. 신뢰도 검증에서는 문항내적일관성신뢰도(Cronbach’s α) .981, 재검사신뢰도(r) .745로 나타나 본 척도가 안정적이고 일관성있는 척도임을 확인하였다. 개발된 척도는 영아교사 교수효능감을 보다 타당하게 측정하고 그 결과를 연구와 실제에서 다양하게 활용할 수 있다.
The purpose of the study was to develop a teaching efficacy scale for infant/toddler teachers and to examine its validity and reliability. First, based on the literature review, the first draft was determined by extracting the three constructs of teaching efficacy, the second draft was prepared through the experts’ reviews, and the third draft was completed by conducting a pilot study. The final scale of 30 questions was confirmed by item analysis and the item contents. The construct validity was checked by models’ goodness of fit and the standardized factor loading (β=.729~.859) via confirmatory factor analysis, the content validity was reviewed by experts, and the criterion-related validity was confirmed through the correlation analysis with the existing scales (r=.540, p<.001). In terms of reliability, the results of item internal consistency reliability (Cronbach's α) were .981 and the results of test-retest reliability (r) were .745, confirming that this scale is a stable and consistent scale. The scale developed in this study is able to more accurately measure the teaching efficacy of infant/toddler teachers and use the results for research and practice.
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 결론 및 제언 참고문헌
