Abstract

The purpose of this study is to provide a basic plan capable of practicing appropriate education for multicultural age by examining the level of daycare teachers' multicultural sensitivity and clarifying the integrated related variables affecting this. For this purpose, a self-administered questionnaire was conducted on 271 daycare teachers who received promotion education in Jeollabuk-do to research multicultural experience, self-esteem, job satisfaction and attitude toward human rights. The results are as follows: First, the level of child care teachers' multicultural sensitivity was a little higher than the average (M=3.25), and the subdomains were 'Interaction Enjoyment', 'Respect for Cultural Differences', 'Interaction Engagement', 'interaction Confidence' and 'Interaction Attentiveness', in that order. Second, as a result of hierarchical linear regression analysis, direct contact experience, media experience, self-esteem and attitude toward human rights were the variables affecting daycare teachers' multicultural sensitivity. In addition, the total explanatory power was 31.5%. In other words, according to the results, daycare teachers' multicultural sensitivity was high in proportion much and positive direct daily experience and media experience in multiculturalism, self-esteem and attitude toward human rights, and in particular, informal multicultural experience and attitude toward human rights were the most effective.

Keywords

• multicultural sensitivity;
• multicultural experience;
• self-esteem;
• job satisfaction;
• attitude toward human right

• 다문화감수성;
• 다문화경험;
• 자아존중감;
• 직무만족도;
• 인권태도;