• Title, Summary, Keyword: 교사효능감

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Influencing Factors of Self-esteem and job stress on Teacher Efficacy for Childcare Teacher (보육교사의 자아존중감, 직무스트레스가 교사효능감에 미치는 영향)

  • Byun, Eun Kyung;Chang, Koung Oh
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.6
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    • pp.3982-3990
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    • 2015
  • The purpose of this study is to explore degree of childcare teacher's teacher efficacy and the factors influencing of self-esteem and job stress on teacher efficacy of those surveyed. A total of 280 childcare teacher in G do were surveyed. All of this data is analyzed by using t-test, ANOVA, Pearson's correlation coefficients, multiple regression analysis with SPSS WIN/18.0. Teacher Efficacy according to general characteristics of those surveyed revealed significant difference in age, work experience, position, class age, and child parenting experience. Regression analysis showed 11.7% of variance in childcare teacher's teacher efficacy can by experience of dating with self-esteem and job stress. The fallow-up survey about various factors influencing childcare teacher's teacher efficacy is needed and teacher efficacy increasing mediation way are required.

The Validation of Pre-service Teacher Efficacy Scale for Preschool Teachers (예비유아교사 교사효능감 척도(PS-TES) 타당화)

  • Lee, Chae Ho
    • Korean Journal of Child Education & Care
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    • v.19 no.1
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    • pp.117-127
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    • 2019
  • Objective: The purpose of this study was a teacher efficacy scale for pre-service teacher and to examine the reliability and validity of the scale. Methods: Participants for this study were 428 pre-service teachers from G region. the data were analyzed using correlation, Cronbach's ${\alpha}$, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Results: The pre-service teacher efficacy scale was consisted of 3 factors, 'efficacy for instructional strategies', 'efficacy for student engagement' and 'efficacy for classroom management' with 12 items. Cronbach's ${\alpha}$ was ranged from .72 to .82. The confirmatory factor analysis revealed that CMIN/DF = 1.59, RMSEA = .05, SRMR = .05, TLI = .96, CFI = .97. Conclusion/Implications: In conclusion, all these results show that the pre-service teacher efficacy scale is quite a reliability and validity.

A study on the Correlation between Key Competencies and Teacher Efficacy of Pre-service Industrial Teachers (예비 공업교사의 직업기초능력과 교사효능감과의 상관관계 연구)

  • Lee, Kyu-Nyo;Kim, So-Yeon;Park, Ki-Moon
    • 대한공업교육학회지
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    • v.36 no.2
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    • pp.181-199
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    • 2011
  • The purpose of this study is to determine the level of key competencies and teacher efficacy of pre-service industrial teachers as related to their personal backgrounds, and to analyze the correlation between personal variables, key competencies and teaching efficacy. This will be provided as basic resources for pre-service teacher training program to improve the understanding of key competencies and teaching efficacy of pre-service industrial teachers. The results of this study are as follows. First, the teacher efficacy of pre-service industrial teachers was found to be above average (M=3.0), and teaching efficacy (M=3.41) was found to be a bit higher than personal teacher efficacy (M=3.28). Upon analyzing the significant differences of teacher efficacy resulting from background variables, it was found that gender and major had no difference while the effect of school year on teaching efficacy of teacher efficacy showed statistically significant differences. Second, the lower regions of key competencies of pre-service industrial teachers all were above the average 3.0. Gender and school year were exhibited no significant difference, and only the global competence of key competencies showed significant difference. Third, it was found that the gender and major of pre-service industrial teachers had no correlation with teacher efficacy and key competencies. On the other hand, school year variable showed significant positive correlation with teacher efficacy (r=.274) and key competencies (r=.168). Lastly, it was found that key competencies and teacher efficacy had positive correlation of r=.475.

Verification on Validity of Teacher Efficacy Scale in Home Economics Teachers (가정과교사의 교사 효능감 측정도구 타당도 검증)

  • Kim Yu-Jeong
    • Journal of Korean Home Economics Education Association
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    • v.17 no.2
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    • pp.129-143
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    • 2005
  • The purpose of this study was to verify the validity of Ohio State Teacher Efficacy Scale(OSTES: Tschannen-Moran, 2000) when used with Korean home economics teachers. To achieve this purposes, the surveys with 263 secondary school home economics teachers was conducted by the prime investigator. Statistical procedures included descriptive statistics, factor analysis, internal consistency. Cronbach's a was calculated to test the reliability of items and their internal consistency and Exploratory Factor Analysis(EFA) was conducted to test the structure of each factors with principal analysis and varimax rotation. Confirmatory Factor Analysis(CFA) was conducted to test the factor validity of this scale with AMOS program. The reliability test result of 20 items appeared Cronbach's a=.86. The factor analysis on teacher efficacy with 263 survey of secondary school home economics teachers produced 5 factors including efficacy in classroom management. efficacy in needs assistance, efficacy in instructional strategies, efficacy in environmental assistance and efficacy in teaming assistance. The validity of teacher efficacy scale was moderately verified by the confirmatory factor analyses(GFI=.87, AGFI=.84. CFI=.86. PNFI=.72, RMR=.05. RMSEA=.07). The results lend a support to the teacher efficacy scale as a valid instrument.

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The Effect of Childcare Teachers' Office Stress on Happiness and the Mediation Effect of Teacher Effectiveness (보육교사의 행정 업무 스트레스가 행복감에 미치는 영향에서 교사효능감의 매개효과)

  • Kim, Hye Youn
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.9
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    • pp.331-337
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    • 2020
  • study analyzed the relationship between ChildCare Teachers' Office Stress on Happiness with Teacher Effectiveness. A survey was conducted on 243 childcare teachers in J area. The collected data was analyzed using the JAMOVI program to analyze the mediated effects and technical statistics. Results found that office stress, teacher efficacy, and sense of happiness of childcare teachers were found to meet the normality assumption. Second, the analysis of the relationship between office stress, teacher efficacy, and happiness showed a statistically significant negative correlation between administrative stress and teacher efficacy and happiness and teacher efficacy showed a significant positive correlation. Higher office stress led to less teacher effectiveness and happiness, and higher happiness led to higher teacher effectiveness. Third, office stress is a significant predictor of happiness and teacher's efficacy. In conclusion, office stress should be considered important in terms of happiness and teacher effectiveness and the direction of improvement in the treatment of child care teachers was suggested.

The Relationship between Self-Concept and Teacher Efficacy of Nursing Teachers (보육교사의 자아개념과 교사효능감 간의 관계)

  • Hwang, Min-Hee;Lew, Kyoung-Hoon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.7
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    • pp.316-324
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    • 2017
  • The purpose of this study is to identify the relationship between the self-concept of nursing teachers and teacher efficacy and to determine differences in the level of self-concept of nursing teachers. The research results were as follows. Firstly, the relationship between the self-concept of nursing teachers and teachers efficacy showed that there was a positive correlation between self-concept and general/individual teacher efficacy. Secondly, the observation results on the variations of the teacher efficacy depending on the level of the self-concept of nursing teachers noted the positive correlations and general-, individual teacher efficacy. Self-concept showed a higher correlation with individual teacher efficacy than general teacher efficacy. In summary, the research confirmed the definite correlation between the self-concept of teachers and teacher efficacy.

A Study of the Change of Pre-service Teachers' Self-efficacy According to TPACK Education (TPACK 교육에 따른 예비 교사의 자기효능감 변화 연구)

  • Kim, Seong-Won;Lee, Youngjun
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.215-216
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    • 2019
  • 테크놀로지의 발달에 따라 교육에서 테크놀로지의 중요성이 증가하였지만, 교사와 예비 교사의 테크놀로지에 대한 지식 부족으로 인하여 수업에 테크놀로지를 통합하는 것에 어려움을 겪고 있다. 이러한 문제를 해결하기 위하여 Kim과 Lee(2018)은 프로그래밍 기반 TPACK 교육 프로그램을 개발하였다. 개발한 TPACK 교육 프로그램은 예비 교사의 지식에 미치는 영향을 분석하는 연구는 진행되었지만, 예비 교사의 자기효능감에 미치는 영향을 명확히 규명하지 못하였다. 따라서 본 연구에서는 세 집단의 예비 교사를 대상으로 ICT 기반 TPACK 교육, 프로그래밍 교육, 프로그래밍 기반 TPACK 교육 프로그램을 실시하고, 예비 교사의 일반적 자기효능감과 특수적 자기효능감 변화를 관찰하였다. 연구 결과, ICT 기반 TPACK 교육과 프로그래밍 교육을 받은 예비 교사는 자기효능감의 변화가 관찰되지 않았지만, 프로그래밍 기반 TPACK 교육 프로그램을 받은 예비 교사는 일반적 자기효능감과 특수적 자기효능감 모두에서 유의한 향상이 나타났다.

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An Analysis on the Relationship and Influence of Pre-service Early Childhood Teacher's Personality Factors and Teacher Efficacy (예비유아교사의 성격유형과 교사효능감의 관계 및 영향력 분석)

  • Go, Jeong-Wan
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.7
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    • pp.341-346
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    • 2019
  • This study analyzed the relationship between the personality factors in pre-service early childhood teachers and teacher efficacy. To carry out the research, this experiment subjected 228 pre-service early childhood teachers in G city. The collected data were descriptive methods, Pearson correlation analysis and multiple regression using the SPSS 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the personality factors and teacher efficacy. Second, the personality factors was an important factor for predicting the teacher efficacy of pre-service early childhood teachers. Also, the explanation power of personality factors for teacher efficacy of pre-service early childhood teachers was 25%, extroversion is one of the most personality factors of infant pre-serve early childhood teacher. Therefore, according to this research, a preserves early childhood teacher training program for improvement of extraversion in personality factors is strongly desired.

Development and Validation of Mathematics Teaching Efficacy Scale for South Korean Elementary Teachers (초등학교 교사의 수학 교수 효능감 측정 도구 개발 연구)

  • Kim, Rina;Sihn, Hang Gyun
    • Journal of Elementary Mathematics Education in Korea
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    • v.21 no.3
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    • pp.443-460
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    • 2017
  • The aim of this study was to develop and validate a mathematics teaching efficacy scale for South Korean Elementary Teachers. The sample was consisted of 300 elementary teachers in South Korea. A total of 13 items were developed and examined for internal consistence. The results of this study showed that the proposed scale was appropriate to represent mathematics teaching efficacy of elementary teachers.

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The Relationship between Teachers' Efficacy Belief and Interactions of Teachers and Children (보육교사의 교사효능감과 교사-유아 상호작용과의 관계)

  • Kim, Hyoun Ji;Na, Dong Jin
    • Korean Journal of Childcare and Education
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    • v.2 no.2
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    • pp.111-128
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    • 2006
  • The goal of this study was to examine the relationship between teachers' efficacy belief and interactions between teachers and children of childcare teachers, and utilize the results as the basic data to educate of teachers. The subjects were 205 teachers at 48 childcare centers located in the Jeonlabukdo area. The results of this study are as follows: First, personal teaching efficacy and factors of interactions between teachers and children were significantly different by the types of childcare institution. Second, personal teaching efficacy was correlated positively with teachers' experiences. General teaching efficacy, personal teaching efficacy and factors of interactions between teachers and children were correlated positively with teachers' age. Third, factors of interactions between teachers and children were correlated positively with personal teaching efficacy. Lastly, personal teaching efficacy was the most powerful variable influencing interactions between teachers and children.

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