CAJ | 학술논문

根据Gilligan的关爱理论，建构中小学教师关爱认知推理的理论结构并通过自下而上的分析程序编制了测量问卷，之后采用修订后的人际反应指数量表（IRI）、大五人格测验的宜人性与尽责性量表对251名中小学教师进行调查。结果表明：中小学教师关爱认知推理有关注自我、关注他人、关注平衡三个维度组成；编制测验的内部一致性在0．66—0．88之间；中小学教师的关爱认知推理水平与IRI、宜人性、尽责性分量表的相关显著。
근거Gilligan적관애이론，건구중소학교사관애인지추리적이론결구병통과자하이상적분석정서편제료측량문권，지후채용수정후적인제반응지수량표（IRI）、대오인격측험적의인성여진책성량표대251명중소학교사진행조사。결과표명：중소학교사관애인지추리유관주자아、관주타인、관주평형삼개유도조성；편제측험적내부일치성재0．66—0．88지간；중소학교사적관애인지추리수평여IRI、의인성、진책성분량표적상관현저。
Based on the care theory of Gilligan, the and middle schools was constructed and the measurement structure of care reasoning of teachers from primary was developed according to the down-top procedure. Then 251 primary and middle school teachers participated in the survey using the modified IRI, agreeableness and conscientiousness subscales in the Five Factor Model of Personality. The results showed that the structure of care reasoning for teachers from primary and middle schools included three components： caring for self, ca- ring for others, and caring for both self and others. The internal consistency coefficients of the test were be- tween 0.66 - O. 88. The correlations between the level of care reasoning and IRI, agreeableness and conscien- tiousness subscales in the Five Factor Model of Personality were significant.