본 연구의 목적은 유아교사 186명을 대상으로 하여 긍정심리자본, 다문화수용성 및 다문화교수역량에 대한 일반적 경향성과 이들간의 관계를 알아보는 것이다. 연구도구로는 다문화수용성 척도, 긍정심리자본 척도, 다문화교수역량 척도를 사용하였으며, 자료분석을 위해서는 기술통계, t-검증, 상관분석 및 중다회귀분석을 실시하였다. 긍정심리자본, 다문화수용성 및 다문화교수역량간 상관분석 결과, 이들 세 변인의 대부분의 하위요인들간에 통계적으로 유의미한 상관이 나타났다. 긍정심리자본 및 다문화수용성의 다문화교수역량에 대한 중다회귀분석 결과에서는 다문화교수역량의 인지적 역량에는 긍정심리자본의 희망과 다문화수용성의 관계성 하위요인이, 기능적 역량에는 긍정심리자본의 희망과 자기효능감 하위요인이, 그리고, 정의적 역량에는 긍정심리자본의 희망 및 낙관주의 하위요인과 다문화 수용성의 다양성 하위요인이 유의미한 관련성을 보였다. 연수경험이 있는 유아교사의 경우에는 희망 하위요인이 다문화교수역량에 유의미한 변인으로 나타났고, 연수경험이 없는 유아교사에게는 다문화교수역량의 개인차가 희망, 낙관주의, 자기효능감, 다양성, 관계성 등 다양한 변인들에 의해 나타났다.

The purpose of this study was to investigate the relationship between early childhood teacher's positive psychological capital, multi-cultural acceptability, and multi-cultural teaching competency. A total of 186 early childhood teachers participated in this study. Descriptive statistics, t-test, correlation analysis and multiple regression analyses were used for data analysis. Early childhood teachers showed a high level of awareness on the positive psychological capital, multi-cultural acceptability, and multi-cultural teaching competency. There were statistically significant correlations among the all sub―factors of early childhood teacher's positive psychological capital, multi-cultural acceptability, and multi-cultural teaching competency. The influence of the early childhood teacher's positive psychological capital and multi-cultural acceptability on multi-cultural teaching competency was significant. Especially, the hope sub-factor of the positive psychological capital and the relationship sub-factor of multi-cultural acceptability had significant influence on the cognitive competency sub-factor of multi-cultural teaching competency. The hope and self-efficacy sub-factors of the positive psychological capital had significant influence on functional competency sub-factor of multi-cultural teaching competency. Furthermore, the hope and optimism sub-factors of the positive psychological capital and the diversity sub-factor of multi-cultural acceptability had significant influence on the affective competency sub-factor of multi-cultural teaching competency. For early childhood teachers with multi-cultural education training, hope sub-factor was significant on all three sub-factors of multi-cultural teaching competency. For early childhood teachers without multi-cultural education training, self-efficacy, optimism, diversity, relationship sub-factors as well as hope sub-factor were significant on multi-cultural teaching competency.