본 연구에서는 어린이집 교사의 교사효능감, 역할수행능력과 교사-영유아 상호작용 간의 관계를 살펴보았다. 이를 위해 어린이집에 근무하는 교사 268명을 대상으로 2개 영역 25문항으로 구성된 교사효능감 검사도구와 5개 영역 63문항으로 구성된 역할수행능력 검사도구 및 3개 영역30문항으로 구성된 교사-영유아 상호작용 검사도구를 사용하였다. 본 연구를 통해 나타난 연구결과는 다음과 같다. 첫째, 어린이집 교사의 교사효능감, 역할수행능력, 교사-영유아 상호작용의 총합 및 모든 하위영역 간에는 유의미한 정적 상관관계가 있는 것으로 나타났다. 둘째, 어린이집교사의 교사효능감과 역할수행능력은 교사-영유아 상호작용에 유의미한 영향을 미치는 것으로 나타났다. 이는 어린이집 교사의 교사효능감과 역할수행능력이 교사-영유아의 상호작용을 긍정적으로 예측하는 주요변인이라는 것을 의미한다.

This study aims to provide data to be used in improving the quality of early childhood education by ascertaining which of the variables related to teacher-infant and teacher-child interaction through finding relationships among teacher efficacy, role performing ability and teacher-infant and teacher-child interaction of early childhood teachers. Study subjects were 268 early childhood teachers working in early childhood education institutions. Three different instruments were utilized: a teacher efficacy inventory consisting of two domains and 25 items, a role performing ability inventory with five domains and 63 items and a teacher-infant and teacher-child interaction inventory with three domains and 30 items. The findings of the study were as follows: 1) there were significant positive correlations among the total teacher efficacy scores, total role performing ability scores and total teacher-infant and teacher-child interaction scores and every sub-factor of teacher efficacy, role performing ability and teacher-infant and teacher-child interaction of early childhood teachers had significant positive correlations 2) teacher efficacy and role performing ability exerted a significant influence teacher-infant and teacher-child. This finding means that early childhood teachers` teacher efficacy and role performing ability are major variables to predict teacher-infant and teacher-child interaction positively.