• Title, Summary, Keyword: Kindergarten teacher

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Parents' Image of Kindergarten Teacher (학부모가 인식하고 있는 유치원 교사의 이미지)

  • Jung, Myung-Sook;Hwang, Hae-Ik
    • Korean Journal of Child Studies
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    • v.31 no.3
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    • pp.67-82
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    • 2010
  • The purpose of this study was to examine parents' image of kindergarten teacher in a bid to provide useful information on kindergarten teacher and parents education to improve the image of kindergarten teachers. The participants in this study were 90 mothers whose young children attended kindergarten in the city of Busan. They were asked to describe what words came into their mind about the image of kindergarten teacher and what an ideal image of kindergarten teacher should be like. Among the participants, ten mothers were interviewed to tell about the ideal image of kindergarten teacher. The largest number of the parents wrote down the words that represented the image of the personality of kindergarten teachers, and love and friendliness were the most common words that the parents mentioned. As for an ideal image of kindergarten teacher, they wanted kindergarten teachers to love preschoolers, to have a good and friendly personality, to see through young children's eyes and to be positive and happy. It indicated that the parents expected their children to be educated by teachers who are understanding, cheerful, have a good personality and love children as their own children.

Kindergarten Teacher's Perception and the Practices about the Multicultural Education (유아교사의 다문화교육에 대한 인식과 실태에 관한 연구)

  • Chae, Young-Ran;Park, Hee-Suk
    • Korean Journal of Human Ecology
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    • v.18 no.3
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    • pp.571-581
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    • 2009
  • The purpose of this study was to examine teacher's perception, practices about the multicultural education. The subjects were 382 kindergarten teachers in G province. Kim A Young(1996)'s questionnaire which is modified and improved after preliminary research was used to measure teacher's perception and practices about the multicultural education. The data were analyzed by the descriptive statistics, t-test, one-way ANOVA, Scheffe test. The results of this study were as follows. First, Kindergarten teacher's perception about multicultural education were significantly different by teacher's teaching careers, teacher's kindergarten types, children's age, learning experience in preservice curriculum. Second, Kindergarten teacher's practices about multicultural education were significantly different by teacher's teaching careers and kindergarten types.

A Study on the Images of Early Childhood Teachers among Kindergarten Teachers and Nursery Teachers (유치원교사와 보육교사가 인식하는 유아교사의 이미지 연구)

  • Hwang, Hae-Ik;Kim, Mi-Jin;Kim, Byung-Man
    • Korean Journal of Child Studies
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    • v.33 no.5
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    • pp.201-219
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    • 2012
  • The purpose of this study was to examine the awareness of two major groups of early childhood teachers, (that is, kindergarten teachers and nursery teachers), in terms of the image of what constitutes an early childhood teacher. More specifically, this study sought to investigate any possible gaps between the two groups in that aspect, in an effort to shed light on (and understand in greater detail), the awareness of the two groups regarding the image of early childhood teachers in detail. The subjects in this study comprised 310 early childhood teachers, out of which 156 teachers worked in kindergartens and 154 teachers worked in daycare centers in Busan, Ulsan and South Gyeongsang Province. The findings of the study were as follows : First, kindergarten teachers' images of a kindergarten teacher were mostly associated with the professional domain, followed by the domain of personality, a physical domain and a professional attitude domain. As a result of checking the awareness of the nursery teachers regarding the image of a kindergarten teacher in more detail, their image of a kindergarten teacher appeared to be mostly associated with the professional domain, followed by the professional attitude domain, the domain of personality and the physical domain. There were statistically significant gaps between the kindergarten teachers and the nursery teachers in terms of their image of a kindergarten teacher. Second, as for the awareness of the kindergarten teachers of the image of a nursery teacher, their image of a nursery teacher was mostly linked to the domain of personality, followed by the professional domain, the physical domain and the professional attitude domain. Regarding the awareness of the nursery teachers of the image of a nursery teacher, their image of a nursery teacher was mostly associated with the professional domain, followed by the domain of personality, the professional attitude domain and the physical domain. Statistically significant gaps between the kindergarten teachers and the nursery teachers were found in the image of a nursery teacher.

Structural Correlations among Director's Servant Leadership, Teacher's Ego-Resilience and Organizational Commitment in Early Childhood Education Center (원장의 서번트 리더십, 유아교사의 자아탄력성 및 조직몰입 간의 구조적 관계)

  • Oh, Seung-Hyun;Kwon, Yeon-Hee
    • Korean Journal of Childcare and Education
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    • v.13 no.1
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    • pp.1-17
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    • 2017
  • Objective: The purpose of the present study was to investigate the structural relations among kindergartens director's servant leadership, ego resilience and organizational commitment of kindergarten teachers. Methods: The subjects in this study were 387 kindergarten teachers working in B city. A director's servant leadership, kindergarten teacher's ego resilience and organizational commitment were assessed by a teacher-reported questionnaire. The collected data were analyzed using descriptive statistics, Pearson's product-moment correlation, and a structural equation model using the Bootstrapping method. Results: First, there were significant relationships among the variables analyzed in this research, namely, a director's servant leadership, kindergarten teacher's ego resilience and organizational commitment. Second, Teacher's ego resilience partially mediated the effect of a director's servant leadership upon kindergarten teacher'organizational commitment. Conclusion/Implications: Results suggest the importance of a director's role in the context of improving kindergarten teacher's ego resilience and organizational commitment.

The Influence of Self-concept on Kindergarten Teachers' Job Satisfaction (유치원 교사의 직무 만족도에 영향을 미치는 자아 개념 요인에 관한 연구)

  • Cho, Boo Kyoung;Go, Young Mi;Park, Guen Hui
    • Korean Journal of Child Studies
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    • v.24 no.6
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    • pp.81-94
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    • 2003
  • This study explored the relationship between kindergarten teachers' self-concept and job satisfaction. The subjects were 345 public and private kindergarten teachers. Instruments were 2 questionnaires: The Tools for Measuring kindergarten Teachers' Self-concept, and the Survey of Kindergarten Teacher Job Satisfaction. Results showed that kindergarten teachers' self-concept was positively correlated with job satisfaction. The most important sub-factor influencing job satisfaction was self-concept regarding professional and social position. These results imply that teacher education program or organizational climate improving teachers' positive self-concept would be needed.

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Comparison of Relationships of Empowerment and Job Satisfaction Between Teachers in Public and Teachers in Private Kindergartens (국공립과 사립 유치원교사의 임파워먼트와 직무만족 간 관계 비교)

  • Kim, Jung-Hee;Moon, Hyuk-Jun
    • Korean Journal of Child Studies
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    • v.28 no.4
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    • pp.155-168
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    • 2007
  • The subjects of this study of variables influencing job satisfaction were 153 public and 191 private kindergarten teachers in Seoul and Gyeonggi Province. Results showed that empowerment, workloads, and job satisfaction indexes (compensation, innovation, autonomy, and future growth) of public kindergarten were higher than private kindergarten teachers. Extrinsic job satisfaction correlated with professional growth and teacher empowerment for public kindergarten and with status for private kindergarten teachers intrinsic job satisfaction correlated with decision-making for public and with status for private kindergarten teachers. The strongest predictor of job satisfaction for public kindergarten was professional growth and status for private kindergarten teachers.

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Variables Influencing the Role Performance of Public Kindergarten Teachers (공립유치원 교사의 역할수행에 영향을 주는 교사 내·외적 요인)

  • Cho, Boo-Kyung;Nam, Ok Jah
    • Korean Journal of Child Studies
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    • v.27 no.6
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    • pp.81-96
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    • 2006
  • The purpose of this study was to investigate the variables that influence public kindergarten teachers' role performance. A sample of 320 public kindergarten teachers in Gyeonggi-Do was selected randomly. Teacher's career, educational background, age, self-concept, and awareness of teaching profession, class size, age of classroom students, and organizational climate were examined as possible factors affecting teachers' role performance. Results showed that all factors except class size were related to teachers' role performance. The most significant impact on public kindergarten teachers' role performance was teacher autonomy in organizational climate.

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Kindergarten Teachers' Perception of Content Areas of Mathematics for Young Children - According to the 2007 national kindergarten curriculum - (유치원 교사가 지각한 유아 수학교육의 내용 - 2007년 개정 유치원 교육과정에 따른 -)

  • Lee, Jung-Hee
    • Korean Journal of Human Ecology
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    • v.18 no.3
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    • pp.597-607
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    • 2009
  • The purpose of this study was to investigate the perception of kindergarten teachers about which content should be included in early childhood mathematics education. Then the researcher looked into the findings according to the 2007(7th) national kindergarten curriculum. The results showed that kindergarten teachers perceived the important of balanced content areas of early childhood mathematics education. But the results also showed that kindergarten teachers perceived classification as the most important content areas of early childhood mathematics education. This implicates that the kindergarten teachers revealed somewhat conflicting beliefs about mathematics education. The results also showed that kindergarten teachers did not perceive space and data analysis as the most important content areas of early childhood mathematics education according to the 2007 national kindergarten curriculum The kindergarten teachers also suggested basic and restricted mathematics concepts. The results of this study were discussed related with the problems in early childhood mathematics education, especially the problems in teacher education.

A Qualitative Research of Mathematical Understanding for Kindergarten's Teachers about Early Childhood Mathematics Education (유아수학교육에 대한 유아교사의 수학적 이해에 대한 탐색적 연구)

  • Kye, Young-Hee
    • The Mathematical Education
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    • v.50 no.1
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    • pp.119-128
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    • 2011
  • In this paper, we studied into a qualitative research to see mathematical understanding of preschool and kindergarten's teachers such as feeling attitude, parents' concern, difficulty of math teaching in kindergarten field, teacher's role, type of feed back, beauty of math, relationship of real life, and self philosophy of math education. We selected 10 teachers whose career was 7~10 years. Because this research way is qualitative, we can new aspect that teacher want to break their ignorance for math. Moreover, they would like to learn about math practicality, application, and beauty from art in professional training. Therefore we assert that fusion math lecture would support in the professional training for teacher, preschool or kindergarten's president training, and remuneration training.

Relationships Between Kindergarten Teachers' Achievement Orientation and Teacher Efficacy (유아교사의 성취목표성향과 교사효능감의 관계연구)

  • Moon, Taihyong
    • Korean Journal of Child Studies
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    • v.26 no.4
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    • pp.21-33
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    • 2005
  • Two hundred ten kindergarten teachers participated in this investigation of the relationship between kindergarten teacher's achievement orientation and teacher efficacy. Instruments were the Teacher Efficacy Scale(Lee, 2002) and the Goal Orientation Scale(Lee, 2002). Data analyzed by ANOVA and hierarchical multiple regression analyses revealed that more highly educated and older teachers were more highly oriented toward mastery goals. Teacher high in mastery and in performance orientation exhibited higher efficacy while low mastery oriented teachers were low in efficacy. The influence of performance goal orientation significantly explained the variance in teacher efficacy. The incremental explanation on teacher efficacy by achievement goal orientation after controlling for demographic variables was statistically significant.

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