본 연구는 초임 남자유아교사의 교직적응을 돕기 위한 멘토링을 통해 초임 남자유아교사가 유아교육기관 관련 구성원들과 관계형성하는 양상을 탐색하였다. 본 연구의 참여자는 멘토 2인과 멘티 1인이다. 멘토는 남자원장 1인과 여자원장 1인, 멘티는 초임 남자교사 1명이었다. 자료수집은 2011년 4월 29일부터 10월 4일까지 총 23주간 이루어졌다. 참여관찰·심층면담·개별전화면담의 전사자료와 멘토와 멘티의 저널, 메신저 및 E-mail, 연구자 노트 등을 통해 자료를 수집하였다. 연구결과, 초임 남자유아교사의 변화로는 첫째, 초임 남자교사는 동료교사와의 관계형성에서 문제상황 인식 및 정확한 문제상황 파악, 상황에 맞게 대처하는 능력의 함양을 통해 교직적응능력이 발달하였다. 관계형성 중심의 멘토링을 통해 초임 남자유아교사는 유아교육기관의 특성과 여성문화의 특성을 이해하고 유아교육기관의 구성원들과의 관계를 형성하며 적응해 갔다. 둘째, 초임 남자유아교사에게는 현재 당면하고 있는 교직적응과정에 대한 지원만큼이나 자신의 비전에 대해 조언해줄 수 있는 멘토가 필요한 것으로 나타났다. 이상을 통해 초임 남자유아교사에 대한 멘토링은 초임 남자유아교사의 교직적응을 위한 관계형성을 돕는 것은 물론 비전에 대한 지원을 받음으로써 초임남자교사의 교직적응능력발달은 물론 교직부적응으로 인한 초임남자교사의 이직의도를 재직의도에 영향을 주는 것으로 나타났다.
The purpose of this study has been to examine the modality of induction for male teachers and how relationships are formed via the process of mentoring, which was designed to aid in male teachers` adaption to life as a teacher. The study participants were both mentors (the investigator and a female teacher) and a mentee (a male inductee teacher). Data was collected over a period of 22 weeks, from April 29th to October 6th, 2011, via participatory observation, in-depth interviews, focus group interviews, transcriptional data of individual telephone interviews, mentor`s/mentee`s journals, messenger and e-mail conversations, and the investigator`s notes. The changes observed regarding the male inductee teacher were as follows: First, he improved his ability to adapt to life in the teaching profession by developing the ability to recognize problematic situations when forming relationships with fellow teachers, as well as cultivating the ability to properly respond to these situations. In addition, due to the supportive process of mentoring, the subject developed an awareness of the characteristics of educational agencies for young learners and the complexities of female culture and established good relationships, thus suggesting good adaptation. Finally, it was necessary to have a mentor who could advise him of the best methods to employ as a teacher in the future, while supporting his immediate adaptation to the teaching profession. In conclusion, the mentoring of a male inductee teacher was helpful in providing strategies to develop good relationships in his adaption to the teaching profession. In addition, through expressing his own opinions and views on his role as a teacher and receiving support from his mentor, the male inductee teacher improved his ability to adapt to the teaching profession. Mentoring also seemed to be effective in preventing the inductee teacher from withdrawing from his position due to his maladjustment to teaching profession.