본 연구의 목적은 유아교육의 질적 향상을 위해 교사효능감을 중심으로 유아교사의 성격특성, 사회적 지지와 교사효능감의 관계를 알아보고 Katz(1985)의 교사발달단계이론을 근거로 유아교사의 교직 경력에 따라 이들 요인이 맺는 관계의 유형에 차이가 있는지를 밝히고자 하였다. 본 연구의 대상은 대구·경북 지역 유치원 및 어린이집에 재직 중인 유아교사 285명이 참여하였다. 유아교사의 성격특성 및 사회적 지지가 교사효능감과 맺는 관계에서 경력에 따라 차이가 있는 것으로 나타났다. 고경력 교사의 교사효능감에 영향을 미치는 요인으로 평가적지지. 성실성, 신경성. 개방성 순으로 나타났으며, 저경력 교사의 경우 성실성, 친화성순으로 교사효능감에 영향을 미치는 것으로 나타났다.

With the aim of upgrading the quality of early childhood education, this thesis focuses on teacher efficacy and its relationship with early childhood teachers’ personality traits and social supports. An objective was to clarity any differences in the types of relatedness theses latter two factors have with the careers of early childhood teachers based on Katz’s teacher developmental stage. Regarding the effects of personality traits and social support on early childhood teachers’ efficacy, personal teaching efficacy influenced by conscientiousness, appraisal support, neuroticism, and openness. General teaching efficacy in influenced, first, by conscientiousness, then by agreeableness and openness. Differences exist in the structural relationships in which personality traits and social support are formed and teacher efficacy depending on teachers’ experiences. Conscientiousness affects teacher efficacy for both highly experienced and less experienced teachers. It in noteworthy that appraisal support for highly experienced teachers has a significant impact on teacher efficacy. The results of this study suggest that character factors also need to be considered when trying to identify individual differences in teachers’ effectiveness. Teacher should recognize that changing the character of a narrative requires considerable time and effort. In addition, in the case of highly experienced teachers, appraisal support from social supporter plays an important role in increasing their effectiveness.