• Title, Summary, Keyword: Relation with teachers

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The Factors Influencing Elementary School Teachers' Reporting Intention and Behavior in Relation to Child Abuse (초등학교 교사의 아동학대 신고 의도 및 행동에 영향을 미치는 요인)

  • Kim, Soo Jung;Lee, Jae Yeon
    • Korean Journal of Child Studies
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    • v.34 no.3
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    • pp.39-58
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    • 2013
  • The purpose of this study is to examine the factors associated with reporting intention and behavior in relation to child abuse among elementary school teachers in Korea based on the Theory of Planned Behavior. The Scale, which includes demographics, preparation level of training, school characteristics, reporting-related behavior, reporting intention, knowledge, attitudes, subjective norms, and self-efficacy, was used to collect the data. A total of 292 teachers provided data. The result of this study is as follows. First, even though the teachers had suspected the child abuse, 16.3% of them reported, whilst 83.7% of them did not. In terms of teachers' reporting intention, the vignettes of very serious cases were higher than the vignettes of less serious cases. The teachers' reporting intention of sexual abuse was the highest among the types of child abuse, and it was followed by physical abuse, neglect and emotional abuse. Second, knowledge, attitudes, subjective norms, and self-efficacy, all of these variables had positive impacts on teachers' reporting intention. Meanwhile, self-efficacy, reporting intention, and the support level of specialists also had positive impacts on reporting behavior. Additionally, women or postgraduate teachers had a higher possibility to make a report than men or undergraduate teachers. These findings suggest that increasing self-efficacy through education and more thorough training about identifying and reporting on child abuse is more important than anything else for detecting abused children at an early stage.

The Effects of Child Care Teachers' Job Stress on Job Turnover, Occupational Turnover and the Moderating Effect of Personal Accomplishment (보육교사의 직무스트레스가 이직의도 및 전직의도에 미치는 영향과 개인적 성취감의 조절효과)

  • Kwon, Hye-Jin
    • The Korean Journal of Community Living Science
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    • v.19 no.4
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    • pp.597-609
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    • 2008
  • The purpose of this study was to examine the effects of stress on child care teachers' with relation to job turnover, occupational turnover and the moderating role of personal accomplishment. The subjects were 153 child care teachers in Gyeonggi-Do. Data was analyzed through Pearson's correlation, multiple regressions using the SPSS12.0. This study showed that work overload and administrative problems in child care centers were significant predictors of a teachers' intention to change their job. Also, the stresses of human relations such as with children or co-workers were significant predictors of a child care teachers' intention to change occupation. Personal accomplishment was suggested to reduce the negative results of work overload and stress.

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Impact of Social Relations on Youth School Adjustment (사회적 관계요인이 청소년의 학교적응에 미치는 영향)

  • Jung, Kyu-Suk
    • Korean Journal of Social Welfare
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    • v.56 no.1
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    • pp.235-252
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    • 2004
  • The purpose of this study was to construct and test a social relation model of youth school adjustment, based on Hirschi's social bonding theory and the previous findings in the area of youth school adjustment. The social relation model included parent-child relation, peer relation, and teacher-student relation variables. The sample consisted of two groups, 494 adolescents: 351 high school students and 143 adolescent residents at the shelter for runaways. For data analysis, descriptive statistics, correlation analysis, and multiple regression analysis were performed. The main finding was that the social relation model of youth school adjustment was significant in explaining the general school adjustment and academic performance. Specifically, the better relations with parents, peer, and teachers, the higher the degree of youth school adjustment. Among the significant variables, teacher-students relation was the most important variable. Based on these results, this study provided some practical suggestions to effectively enhance the relations with teachers, peer, and parents.

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Children's Social Behaviors in Relation to the Quality of Teacher-Child Interactions and Teachers' Beliefs

  • Choi, Hye-Yeong;Park, Ju-Hee;Shin, Hae-Young
    • International Journal of Human Ecology
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    • v.11 no.1
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    • pp.85-96
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    • 2010
  • This study examined how the quality of teacher-child interactions and the teachers' beliefs about their influence on children's social behaviors were related to children's social behaviors. The subjects were 206 children at the age of five and 52 of their teachers in 49 daycare centers. Children's social behaviors were recorded using observational categories. The quality of teacher-child interactions was measured by a rating scale that originated from the OSDCP (Rhee et al., 2003). The results were as follows: 1) Children who experienced high-quality interactions with their teachers showed fewer purposeless solitary behaviors and negative behaviors toward their peers and interacted toward their teachers more frequently than did those who experienced low-quality interactions with their teachers. 2) Children whose teachers believed that they had a great deal of influence on children's social behaviors displayed fewer purposeless solitary behaviors and more positive behaviors toward peers than did children whose teachers considered their influence less important. 3) After controlling the contributions of children's gender and teacher's training experience, the quality of teacher-child interactions and teachers' beliefs explained about 14% of the total variance of children's purposeless solitary behaviors. In addition, the quality of teacher-child interactions and teachers' beliefs accounted for 6% of the total variance of children's positive behaviors toward peers. Also, the amount of explanation of the predictive variables accounts for 9% of the total variance of children's behaviors toward their teachers.

A Comparison Study on Satisfaction with Motivation-Hygiene Factors between Technology and Other Teachers in Gwangju City and Chon-nam Province (광주.전남 지역의 중등학교 기술 담당 교사의 동기-위생요인 간 만족도 및 타 교과 교사와의 비교 연구)

  • Jang, Nae-Chan;Kim, Seong-Il
    • 대한공업교육학회지
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    • v.34 no.2
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    • pp.230-247
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    • 2009
  • This study was performed to investigate and analyze technology teachers' and other subject teachers' satisfactions with motivation-hygiene factors in order to provide informations for their job motivation at secondary schools. The data were collected from 216 technology teachers and other subject teachers in Gwangju City and Chon-nam Province and analyzed and tested at p<.05 or more by employing t-test through SPSS program. The average satisfaction levels of the teachers were M = 3.85 with compounded motivation factors and M = 3.38 with compounded hygiene factors. The former is higher the latter. In the satisfaction levels of individual factors responsibility was first, work itself second, achievement third, and human relation, job safety, growth opportunity, recognition, supervision skill subsequently went down. The satisfaction levels of these factors were higher than neutral(M = 3.00). On the other hand, the satisfaction levels of work environment and payment were a little lower than neutral. Technology teachers were more satisfied than other subject teachers with responsibility and human relation factors among 10 motivation and hygiene factors. They had more positive perception than the others with these two. Generally, these teachers groups presented almost the equal satisfaction level with motivation and hygiene factors. The data were collected from technology teachers and other subject teachers in Gwangju City and Chon-nam Province and thus these might not be applicable to teachers in other cities and provinces.

A Case Study on the Pattern of Teachers' Analogies in Elementary Science Glasses (과학 수업에서 초등 교사가 사용하는 비유 유형에 대한 사례 연구)

  • Ko, Sung-Ja;Choi, Sun-Young;Yeo, Sang-Ihn
    • Journal of Korean Elementary Science Education
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    • v.26 no.3
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    • pp.276-285
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    • 2007
  • The purpose of this study was to observe five teachers' science classes and analyze the patterns of their analogies. To analyze the data, investigator triangulation was used, and the results were as follows: First, among the patterns of analogy used, expressions of similes and metaphors were utilized by all the teachers; teachers with over ten years' experience used adult's daily phrases, and teachers with under ten years' experience tended to use anthropomorphism. Regarding pictorial analogies, these manifested themselves in the sixth period, while teachers with over ten years' experience drew a simple picture about circulation of water, teachers with under one year's experience made additional materials for their analogy and they put an emphasis on the concept of the circulation itself. Teachers tended to use analogs according to their interests; teachers who majored in science education used pictorial analogies for further study. Second, the patterns emerging from the correspondence of the analogy manifested themselves in all the teachers equally, but they have no relation to the teacher's background. Third, routine analogy and artificial analogy appeared equally in consideration of degree of artificiality among the patterns of the analogies used. Regarding routine analogy, most teachers tended to look for analogs from things and experiences from themselves or their own backgrounds rather than those of the students. Regarding artificial analogies, teachers tended to purposely choose analogs to help students to understand; energetic teachers sometimes failed to choose appropriate analogs because they approached the topic with too much intensity. While a teacher who lacked experience and interest in science used many expressions of analogy, a teacher who felt some degree of constraint rarely used expressions of analogy. Fourth, most of the teachers used analogs familiar to their own experiences but students often found understanding these analogs difficult. Therefore, teachers need to make greater efforts to utilize analogs which are especially familiar to students when they attempt to explain science concepts.

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Secondary School Science Teachers' Perceptions of the Educational Programs Offered by Science Museums

  • Chang, Hyun-Sook;Lee, Hyun-Ju
    • Journal of The Korean Association For Science Education
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    • v.27 no.8
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    • pp.755-764
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    • 2007
  • This study examines secondary school science teachers' use of science museums in their teaching and their perception/evaluation/utilization of the educational programs in Korean science museums. We found that teachers do not use science museums in close connection with their formal education; therefore, the students' experiences usually are minimal or are personal experiences. The main reason for this infrequent use of science museums is not because of their insignificant educational effects, but because of the lack of external and administrative support systems. Science teachers want the museums to have structured/organized programs such as science camps or experiments and a lending program which would provide experimental equipment and exhibits relevant to the school science curriculum. 90% of teachers who answered the survey wanted to participate in developing and managing the educational programs of science museums. The educational programs would be used more effectively in relation to formal science learning if the science teachers, who are science education professionals, participated in managing and planning the educational programs of science museums.

Prevalence Rate for Low Back Pain and Related Factors in Senior High School Teachers (일부지역 고등학교 교사들의 요통 유병률 및 관련요인)

  • Nam, Tae-Ho;Yi, Seung-Ju;Bae, Sung-Soo
    • The Journal of Korean Physical Therapy
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    • v.14 no.1
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    • pp.39-53
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    • 2002
  • Objectives: The objective of this study was to investigate the prevalence rate and factors related with low back pain(LBP) in senior high school teachers. Methods: Questionnaires were completed by 405 teachers at 13 high school in Andong city in July 2-14, 2001. The information was used to estimate odds ratio(OR) and 95% confidence intervals(CI) for factors relation to LBP prevalence. A cross-section study design was used in this study. Results: The pointprevalence rate for LBP was 26.4%, prevalence rate for 6 months was 36.0%, prevalence rate for 1 year was 36.5%, and experience rate during life time was 55.1%, The factors associated with LBP by Chi-square test were marital status(p=0.014), An angle for back rest of car seat(p=0.014), and vibration of seat (p=0.003), 12.2% for patients with LBP was a higher than 6.0% for without in singles, Patients(29.0%) were higher than no patients(17.8%) in above $100^{\circ}$. 14% for patients who exposed to a high vibration. Vibration significantly associated with point prevalence rate for LBP were marital status and lecture time in logistic analysis. The married teachers had a higher LBP experience than singles(OR=2.6, 95% CI 1.13-6.03). The teachers who have a lot of lecture time in a day had a higher experience than those for less time(OR=1.6, 95% CI 1.42-2.51). Conclusions: Results from this study indicate that a statistical significant factors relation to LBP were marital status and lecture time in a day.

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A Study on the Relation between Preschool Teachers' Multiple Intelligence and Their Teaching and Learning Plans (유아교사의 다중지능과 교수학습계획의 관계에 관한 연구)

  • Hwang, Hae-Shin;Oh, Yeon-Kyeung
    • Journal of the Korean Home Economics Association
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    • v.49 no.8
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    • pp.85-95
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    • 2011
  • The purpose of this study was to examine the relationship between preschool teachers' multiple intelligence and their teaching and learning plans. For this purpose, multiple intelligences test(K-MIDAS) was conducted on 80 teachers in kindergartens located in Seoul and Gyeongsangnam-do and they were asked to map out teaching and learning plans about topics. The data were analysed with descriptive statistics and Pearson's correlation using SPSS PC program(16.0 version). Major findings were as follows: Teachers had the highest levels in interpersonal intelligence, followed by musical intelligence and linguistic intelligence; interpersonal intelligence and linguistic intelligence accounted for an especially high proportion of their teaching and learning plans. The higher a preschool teacher's physical activity intelligence, the greater the proportion of physical exercise, music, and logic and mathematics in their teaching plans. It was also found that preschool teachers with higher levels linguistic intelligence made more plans on self-understanding, whereas preschool teachers with higher levels of intelligence in the observation and investigation of nature made more plans on spatial area.

High School Science Teachers' and Students' Conceptions Related to Osmosis

  • Won, Jeong-Ae;Ko, Young-Hwan;Paik, Seoung-Hey
    • Journal of The Korean Association For Science Education
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    • v.27 no.2
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    • pp.144-152
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    • 2007
  • In this study, high school science teachers' and students' various conceptions related to osmosis phenomena were compared with and analyzed in relation to the content of science textbooks used in high school science classrooms and college science courses. The questionnaires developed by the researchers were administered to science teachers and students. Differences can be found between the explanations of science textbooks on osmotic pressure and semi-permeable membranes. Many science teachers and students thought of osmotic pressure as 'membrane pressure occurred by the movement of a solvent'. Moreover, the types of teachers of semi-permeable membranes were similar regardless of their academic majors. Many of the teachers thought of a semi-permeable membrane as a membrane that 'passes small-size particles'; however, many students thought of this type of membrane as being 'selectively permeable'. Also, the salt-pickling cabbage phenomenon seemed to cause significant confusion to science teachers and students. These study results show that teachers and students possess various conceptions related to the osmosis phenomena. These different conceptions related to osmosis phenomena might cause confusion and diverse conceptions including misconceptions among teachers and students.