CAJ | 학술논문

用两项研究探讨中小学教师关爱认同的启动与测量问题。研究一分别对356名中小学教师与209名学生进行访谈与调查，确定了“理解的、关注的、助人的、尊重的、鼓励的、亲和的、严格的、负责的”等8个刺激词作为启动教师关爱认同的特质词。研究二先使用特质刺激法分别对1118名中小学教师进行关爱认同及宜人性、人际反应指数测验并要求其自我报告实际的助人行为，结果表明中小学教师关爱认同由内化与符号化两个维度组成，并具有良好的结构效度与效标效度；再用IAT测量了教师内隐关爱认同，并发现其与内化存在显著相关。两项研究表明，启动中小学教师关爱认同的特质词体现了教师职业的独特性，由内化与符号化两个维度组成的中小学教师关爱认同具有稳定的结构。
용량항연구탐토중소학교사관애인동적계동여측량문제。연구일분별대356명중소학교사여209명학생진행방담여조사，학정료“리해적、관주적、조인적、존중적、고려적、친화적、엄격적、부책적”등8개자격사작위계동교사관애인동적특질사。연구이선사용특질자격법분별대1118명중소학교사진행관애인동급의인성、인제반응지수측험병요구기자아보고실제적조인행위，결과표명중소학교사관애인동유내화여부호화량개유도조성，병구유량호적결구효도여효표효도；재용IAT측량료교사내은관애인동，병발현기여내화존재현저상관。량항연구표명，계동중소학교사관애인동적특질사체현료교사직업적독특성，유내화여부호화량개유도조성적중소학교사관애인동구유은정적결구。
Two studies explored the priming and measurement for caring identity of primary and middle school teachers. In the first study 356 primary and middle school teachers and 209 students were interviewed and investi- gated. Eight stimuli words as "understanding, concerned, helpful, respectful, encouraging, kind, strict and re- sponsible" were identified as trait words to prime the caring identity of teachers. The second study had two parts. First, the Caring Identity Scale for primary and middle school teachers which needs trait stimuli, NEO-Five-Factor Inventory-Agreeableness Facets and Interpersonal Reactivity Index were tested on a sample of 1118 primary and middle school teachers who were required to report their actual helping behaviors. The result indicated that caring i- dentity of primary and middle school teachers was made up of two dimensions: internalization and symbolization and it also had good construct validity and criterion validity. Second, teachers' implicit caring identity was measured by IAT and it was found to be significant correction with internalization. These two studies showed that the trait words embodied teachers' career peculiarity. The caring identity which consisted of two dimensions: internalization and symbolization had stable structure .