• Title, Summary, Keyword: the child-care teacher

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Structural Relationships among Principals and Fellow Teacher's Emotional Support, Child Care Teacher's Active Motivation for Choosing the Teaching Profession, Self-Leadership, and Child Care Efficacy and Commitment (보육교사의 보육헌신에 대한 원장과 동료의 정서적지지, 능동적 교직선택동기, 셀프리더십 및 보육효능감 간의 구조적 관계)

  • Seo, Mi Jung;Lee, Kyung Nim
    • Korean Journal of Childcare and Education
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    • v.14 no.1
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    • pp.167-186
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    • 2018
  • Objective: The purpose of this study was to explore the structural analysis of the relationships among principals and fellow teacher's emotional support, teacher's active motivation for choosing the teaching profession, self-leadership, and child care efficacy and commitment. Methods: Data were collected from 465 child care teachers and analyzed by means of structural equational modeling(SEM). Results: First, principals and fellow teacher' emotional support was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through teacher's self-leadership. Second, teacher's active motivation for choosing the teaching profession was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through self-leadership and child care efficacy. Third, teacher's self-leadership was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through child care efficacy. Fourth, teacher's child care efficacy was to found have a direct effect on teacher's child care commitment. Conclusion: These results suggest the need for a great deal of utility to improve teacher's child care commitment.

A Structural Equation Modeling Analysis of the Influence of Child Care Teachers' Job Satisfaction and Teacher-Parent Cooperation on Teacher-Child Interaction (보육교사의 직무만족도, 교사-부모 및 교사-유아 상호작용 간의 구조모형 분석)

  • Kang, Mi-Sook;Song, Seung-Min;Park, Nam-Shim;Lee, Seung-Eun
    • Korean Journal of Childcare and Education
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    • v.14 no.5
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    • pp.1-17
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    • 2018
  • Objective: This study examined the relationship between child care teachers'job satisfaction, teacher-parent partnership, and teacher- child interaction in order to improve the quality of child care. Methods: Self-report questionnaires were used on 321 child care teachers and data were analyzed using descriptive statistics, Pearson correlation and Structural Equation Modeling Analysis. Results: First, significant correlations existed among variables except the relationship between payment/promotion and other variables. The results showed that child care teachers'job satisfaction had a significant and direct influence on teacher-child interaction, and teachers' job satisfaction was partially mediated by teacher-parent partnership on teacher-child interaction. Conclusion/Implications: The findings confirm that teachers' job satisfaction and teacher-parent partnership are preceding factors for positive teacher-child interaction. Significant attention should be paid to child care teachers'psychological satisfaction and teacher-parent relationships to promote the quality of child care and the positive interaction between teachers and children.

Child Care Teachers' Difficulties Communicating with Parents and How It Affects Teacher-Child Interactions: The Mediating Effects of Teachers' Self-Esteem (보육교사가 지각하는 학부모와 의사소통의 어려움이 영유아와 상호작용에 미치는 영향: 보육교사의 자아존중감의 매개효과)

  • Park, Bokyung;Park, Mi Ja
    • Korean Journal of Childcare and Education
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    • v.15 no.3
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    • pp.1-19
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    • 2019
  • Objective: This study examined the mediating effects of child care teachers' self-esteem in the relationship between teachers' difficulties communicating with parents and teacher-child interactions. Methods: A total of 450 child care teachers answered questionnaires based on three research variables. Data were analyzed using SEM. Results: First, child care teachers' difficulties communicating with parents had a direct effect on teacher-child interactions. That is, child care teachers who experienced more difficulties communicating with parents showed more negative teacher-child interactions. Second, child care teachers' difficulties communicating with parents had an indirect effect on teacher-child interactions through teachers' self-esteem. In other words, when child care teachers experienced more difficulties communicating with parents, their self-esteem was lower, which led to increased negative teacher-child interactions. Conclusion/Implications: This study highlights the importance of effective communication between child care teachers and parents. In addition, these findings contribute to a better understanding of the mechanism by which child care teachers' difficulties communicating with parents influence teacher-child interactions.

The Effects of Child Care Teachers' Mindfulness on Teacher Sensitivity: The Mediating Effect of Burnout (보육교사의 마음챙김이 교사민감성에 미치는 영향: 소진의 매개효과)

  • Park, Nayeon;Han, Sae-Young
    • Korean Journal of Childcare and Education
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    • v.14 no.6
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    • pp.69-88
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    • 2018
  • Objective: The purpose of this study was to examine the relationships between child care teachers' mindfulness, burnout, and sensitivity. Also, the effects of child care teachers' mindfulness on teacher sensitivity, including the mediating effects of burnout, were investigated. Methods: A total of 263 child care teachers who work in Seoul, Gyeonggi and Incheon participated in this study. Data were analyzed by correlations and regressions using SPSS 21.0. Results: First, there were significant correlations between child care teachers' mindfulness, burnout and teacher sensitivity. Second, the relationship between mindfulness and teacher sensitivity was partially mediated by burnout. To be specific, mindfulness not only had a direct effect on teacher sensitivity, but also had an indirect effect on teacher sensitivity through burnout. Among the three dimensions of burnout, the decrease of personal accomplishments had the biggest significant mediation effect on the relationship between mindfulness and teacher sensitivity. Conclusion/Implications: In conclusion, this study highlights the importance of mindfulness in reducing burnout and enhancing teacher sensitivity toward children. Also, this research has implications for future research regarding the mindfulness of child care teachers and offers a foundation for the development of mindfulness training programs for child care teachers.

Effect of Pre-service Child Care Teacher's Child Care Teacher Aptitude on The Teaching Professionalism Recognition, Efficacy of Child Care and Multicultural Teaching Efficacy (예비보육교사의 보육교사적성이 교사전문성인식과 보육효능감 및 다문화교수효능감에 미치는 영향)

  • Bae, Moon-Jo;Park, Se-Jeong
    • The Journal of the Korea Contents Association
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    • v.13 no.9
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    • pp.485-494
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    • 2013
  • In child care teacher aptitude, it is identified that there is difference between male and female in sociability for the infants, but it shows that there is no difference in other field and implies that compared with gender of child care teacher, desire and qualification are more important for child care teaching. In addition,, in child care teacher aptitude, it is identified that as variable, commitment for duty expressively explicates child care teacher's professional perception, and the following things are shown as the variables to meaningfully explain the child care efficacy : creativity, self-improvement, sociability for infants, receptiveness, sensitiveness and safety management capacity significantly. Finally, it is turned out that creativity and self-improvement as main variable, expressively explains multicultural teaching efficacy. It is suggested the necessity to instruct pre-service child care teachers to possess creativity and be able to develop themselves, and improve multicultural teacher competencies.

A Study on the Status and Cases of Occupational Accidents of Child-care Teachers (보육교사의 산업재해 현황 및 사례에 관한 연구)

  • Lim, Jin Seok;Jeong, Seong Choon;Kwon, Yogjun;Kim, Keun Jin;Do, Nam Hee;Lee, Jaehee;Choi, Yoon Kyung
    • Korean Journal of Childcare and Education
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    • v.16 no.4
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    • pp.73-92
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    • 2020
  • Objective: The purpose of this study is to examine occupational safety accidents of child care teacher and to suggest preventive measure in occupational safety health and safety for child-care teacher. Methods: We investigated laws, policy, and previous studies related occupational safety and health for child care teacher. Especially, we reviewed the legal definition of child-care teacher to identify whether Occupational Safety and Health acts cover child-care teacher. Also cross tabulation and a qualitative analysis were conducted for occupational accidents in child care centers from 2013-2018. Results: Safety and health related policies to protect child care centers have been carried out by child care Center Safety and Insurance Association and the Child Care Support Center, but it has mainly been functioned to protect children excluding child care teacher. The most occupational accidents occur in worker aged 40s. The most type of occupational accident were falling down on the floor and surface. Also we could find that there is a high risk of falls, and musculoskeletal disorders through qualitative analysis on occupational accidents cases of child-care teacher. Conclusion/Implications: We suggest to improve the system for protecting child care workers including strengthening occupational safety and health education for child care workers, expanding coverage of national project to prevent occupational accidents.

The Effect of Childcare Practice Related Variables on Career Decision Making (보육실습 관련 변인이 예비보육교사의 진로 결정에 미치는 영향)

  • Moon, Seoyeon;Kim, Jinwook
    • Korean Journal of Childcare and Education
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    • v.16 no.2
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    • pp.119-139
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    • 2020
  • Objective: This study aims to identify career decisions based on the variables associated with child care practice and to identify how each factor in the child care teacher's career decisions affects the prospective child care teacher's career decisions affects the prospective child care teacher's career decisions, and to what extent they are able to explain their career decisions to the prospective child care teacher. Methods: Data were analyzed through partial correlation and hierarchical regression. Results: Both the institutional and school variables involved in child care practices were found to have significant static implications for career decisions. The relative explanatory power of these variables has been shown to be significant in practical satisfaction. Conclusion/Implications: The results of the study that the practical satisfaction level, which is the institutional variable related to child care practice, significantly affects the career decisions of prospective child care teachers, recognize the importance of the child care practice in practical institutions where prospective child care teachers practice and suggest appropriate child care practice based on their understanding of the trainee.

The Effect of Efficacy of Child Care and Education, Job-Stress on Job-Satisfaction of Child Care and Education Teachers (보육교사의 직무만족도에 대한 보육효능감과 직무스트레스의 영향)

  • Chu, Min-A;Jang, Young-Ae
    • The Korean Journal of Community Living Science
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    • v.20 no.3
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    • pp.343-355
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    • 2009
  • The purpose of this study was to examine the efficacy of child care and the education and the influence of job-stress on job-satisfaction of child care and education teachers. 172 child care and education teachers were chosen from 40 child care centers located in Incheon, Gyeonggido, and Seoul. Data were collected using the efficacy of child care and education index, the job-stress instrument, and the job-satisfaction instrument, and were analyzed using t-test, one-way ANOVA(Duncan test), correlation analysis and multiple regression analysis. There were significant differences in child care and education teacher's job-satisfaction according to the teacher-related variables, including the type of institution, the number of classes, the age of children, the education, the teaching experience, the income, the age of teacher, and the marital status of the teacher. Correlation analysis indicated that the teacher's efficacy of child care and education and the job-satisfaction had significant correlations, especially the satisfaction of job itself indicated high positive correlations. Job-stress and job-satisfaction of the child care and education teachers had significant negative correlations in all sub-variables, especially the stress from the working environment and the satisfaction of administration system indicated high negative correlations. It was also found that stress from the working environment, stress from the overload, stress from the peer relations, and the efficacy of child care and education were all significant predictors of the child care and education teacher's job-satisfaction.

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A Study on Factors Affecting Teacher Efficacy of Preservice Child-care Teachers (예비보육교사들의 교사효능감에 영향을 미치는 요인 연구)

  • Kim, Young-Tae
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.8
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    • pp.5143-5151
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    • 2015
  • This study desires to examine the factors of educational beliefs and child-care commitment of preservice child-care teachers affecting teacher efficacy. To achieve such study purpose, a questionnaire was used targeting 239 preservice child-care teachers in I City. For response results, first, preservice child-care teachers appreciated a belief for maturity in educational beliefs, educational love in child-care commitment, and teaching strategy and students' participation in teacher efficacy the most. Second, there is a statistically meaningful correlation in educational beliefs, child-care commitment, and teacher efficacy of preservice child-care teachers. Third, educational beliefs and child-care commitment of preservice child-care teachers have a positive effect on teacher efficacy. Through such study results, it is thought that role and importance of child-care teachers are appreciated, and various studies should be proceeded to ensure internal stability for professionalism awareness of child-care teachers for improvement of fine child-care service.

The Influences of Teacher Efficacy on Infant's Adjustment to Child Care Centers: The Mediated Effect of Teacher-Infant Relationships (교사효능감이 영아의 어린이집 적응에 미치는 영향: 교사-영아 관계의 매개효과)

  • Yun, Jeong Min;Lee, Joo Yeon
    • Korean Journal of Childcare and Education
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    • v.14 no.1
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    • pp.203-225
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    • 2018
  • Objective: The aim of this study was to examine the mediated effect of teacher-infant relationships between teacher efficacy and infant's adjustment to child care centers. Methods: A total of 137 child care teachers that lived in Gwangju and Jeollanamdo participated in this study. They were asked to answer two survey questionnaires for two infants. The data were analyzed using analysis of frequency, Pearson's correlation coefficient, and hierarchical multiple regression analysis. Results: The main results are as follows. First, teacher-infant relationships partially mediated the relationship between teacher efficacy and two sub-factors (prosocial behavior and day work adjustment) of adjustment in child care centers. Unlikely as it was, several sub-factors such as positive emotion, peer adaptation, and self-strength were fully mediated by teacher-infant relationships. Conclusion: The present study suggests that it is necessary to improve teacher-infant relationships with teacher efficacy in order to improve infants' adaptation to daycare. In addition, it should be understood that the structural relationship of the influence factors is different depending on the sub-factors of the child care adjustment.