• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.7
• /
• pp.341-346
• /
• 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.

• Korean Journal of School Psychology
• /
• v.18 no.2
• /
• pp.197-220
• /
• 2021

This study examined the mediating effect of cognitive flexibility and active coping on the relationship between elementary school teachers' adult attachment and their perceptions of teacher-student relationships. Questionnaires were given to 203 elementary school teachers in Gyeonggi-do that contained adult attachment, cognitive flexibility, coping, and teacher-student relationship scales. Collected data was analyzed using SPSS 23.0 and SPSS macros. There were three major results. First, cognitive flexibility fully mediated the relationship between adult attachment and perceptions of teacher-student relationships. Teachers who had secure adult attachment tended to positively perceive teacher-student relationships as a result of their cognitive flexibility. Second, active coping did not mediate the relationship between adult attachment and perceptions of teacher-student relationships when the mediating effects of both cognitive flexibility and active coping were considered. This result means that adult attachment indirectly affected active coping via cognitive flexibility. Third, cognitive flexibility and active coping fully mediated the relationship between adult attachment and perceptions of teacher-student relationships. Teachers who had secure adult attachment tended to perceive teacher-student relationships positively as a result of their cognitive flexibility and active coping. This paper presents the implications of these results, limitations of this study, and suggestions for future research.

• Korean Journal of Childcare and Education
• /
• v.8 no.3
• /
• pp.69-89
• /
• 2012

This study was to examine the effects of young children's temperament and teacher-child relationship on young children's problem behaviors. The subjects of this study were 231 3-, 4- and 5- year old children and their teachers. The collected data were analyzed by correlations and pathway analysis. The results were as follows: First, young children's temperament were found to affect young children's problem behaviors directly and indirectly though teacher-child relationship. 'Negative emotionality' and 'attention span/persistence' temperament were found to be important for externalizing problem behaviors, and 'activity level' temperament to be important for internalizing problem behaviors. Second, teacher-child relationship was found to affect young children's problem behaviors directly and to mediate between young children's temperament and problem behaviors. Additionally teacher-child conflict relationship was found to be the most important variable predicting young children's externalizing and internalizing problem behaviors.

• Korean Journal of Childcare and Education
• /
• v.7 no.1
• /
• pp.93-120
• /
• 2011

This study was aimed at inquiring into the role characteristics of a early childhood teacher, who can put an act of tending & examining into practice, and organizing a role by analyzing the concrete reality based on the relationship with a early childhood teacher's role in Korea and Japan. As a result, this study could take a look at the characteristics, such as relation with conversation, relation through sensation and body, relation with familiarity, and relation by living through the cases in Korea. As for the cases in Japan, there appear the characteristics, such as relation through natural things, relation as an equal participant, relation with bodily movement, and relation with daily life. Based on the result of the analysis, this study organized a early childhood teacher's role as relationship through object-oriented language, relationship based on sensation, relationship based on fellowship, and ecological relationship.

• Korean Journal of Childcare and Education
• /
• v.10 no.5
• /
• pp.25-45
• /
• 2014

This study examined the moderating role of teacher-child relationship on the relation between children's shyness and peer victimization. Participants were 200 children(97 boys, 103 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed rating scales to measure the children's peer victimization, shyness and teacher-child relationship. The collected data were analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Boys and girls were analyzed separately. Results showed that children's shyness had a positive relation to their peer victimization. Teacher-child relationship significantly related to children's peer victimization. Hierarchical regression analysis indicated that the interaction of boys' shyness and teacher-child closeness predicted boys' peer victimization. Boys' shyness, whose teachers demonstrated the lowest level of teacher-child closeness, was significantly associated with their peer victimization. Boys' shyness had a significant relation to their peer victimization, especially for the highest level of teacher-child conflictual relationship. Results are discussed in terms of the role of teachers to shy boys' peer victimization.

• Korean Journal of Childcare and Education
• /
• v.8 no.4
• /
• pp.207-230
• /
• 2012

The purpose of this study was to examine which variables of interest predicted young children's adjustment to childcare centers. The variables of interest in the study include children's individual variables(gender, age, and temperament), peer competence, and relationship with teachers. The subjects were 130 preschoolers aged 2 to 3 and their mothers and teachers. SPSS 15.0 program was used to analyze the data of the study. The results showed the statistically significant differences in children's adjustment to childcare centers by gender. Also, statistically significant relationships were found between children's adjustment to childcare centers and their temperament, peer competence, and relationship with teachers. Finally, the results of regression analyses revealed that children's conflicts with teachers, closeness to teachers, and leadership in peer competence were found to be the influential predictor of children's adjustment to childcare centers. Implications for research and practice were discussed in the light of the study results.

• Journal of the Korean Society of Child Welfare
• /
• no.59
• /
• pp.87-114
• /
• 2017

This study aimed to examine whether adolescents' self-esteem mediates the relationship between adolescent-teacher relationship and the intrinsic life goals of adolescents. This study used 1,776 cases from the sixth-wave data of the Korean Children and Youth Panel Survey (KCYPS). This study conducted a hierarchical regression analysis and a Sobel test to examine whether the mediation effect was significant. Primary findings are summarized as follows: First, adolescents who had a good relationship with their teacher were more likely to have better intrinsic life goals. Second, adolescents who had a good relationship with their teacher were found to have higher levels of self-esteem. Third, the effect of adolescents' relationship with teachers on intrinsic life goals was found to be partially mediated by self-esteem. This study concludes with implications, limitations, and suggestions for future research.

• Korean Journal of Childcare and Education
• /
• v.9 no.2
• /
• pp.47-73
• /
• 2013

The purpose of this study is to explore the relationships that a popular three year old child has with other children and teacher. One popular child was selected among thirteen children using peer-nomination method and participated in this study. During free choice play time, the popular child's various activities and interaction patterns were observed and analyzed. The popular child in this study had a steady intimate friendship with his best friend most of the time. However, he showed a tendency to behave as he pleased and give orders to other children who he was not in a close relationship with. He did some deliberate and premeditated acts to get praise and love from his teacher. The teacher's compensations also reinforced his intentional actions.

• (The) Korean Journal of Educational Psychology
• /
• v.31 no.2
• /
• pp.215-237
• /
• 2017

This study was to examine the mediating role of high school students' teacher justice experience and their emotional relationship with teachers in the links between belief in a just world and school engagements, along with gender differences. The participants were 383 high school students in Seoul, Korea. The results showed that the more the students believed in a just world, the more they engaged in school life. In addition, the effect of belief in a just world on teacher-student relationship was fully mediated by teacher justice experience, and teacher-student relationship also mediated association between teacher justice experience and school engagement. In particular, for female students(N=213), the belief in a just world had both direct and indirect effect on school engagement mediated by students' experience of teacher justice and their relationship with teachers in order. On the other hand, for male students(N=168), the influence of belief in a just world on school engagement was fully mediated by teacher justice experience and teacher-student relationship in sequence. The results that belief in a just world had different path to school engagement by gender could be helpful to understand beneficial effect of belief in a just world in educational context.

• Korean Journal of Childcare and Education
• /
• v.7 no.4
• /
• pp.49-68
• /
• 2011

This study examined if any differences exist of young children's physical and relational aggression as affected by aggression levels, teacher-child and peer relationship, age, and gender. Furthermore, the extent of physical or relational aggression of the young children influencing teacher-child relationships is also examined. In this study, two hundred and fifty children aged three to ten and fifty-two teachers were targeted. They responded on questionnaires in regard to aggression, teacher-child relationships, and peer relationship. The findings are as follows: First, in terms of child aggression according to his/her age, it has been shown that physical aggression is primarily present in the age of four. Second, concerning gender, boys are found to be high in levels of both relational and physical aggression. Third, the data shows that in the relationship between the child's aggression and teacher-child relationship, the higher the child's aggression, the lower the intimacy of relationship between child and teacher and the higher the dependence and conflict in the relationship of teacher and child. Fourth, in the examination of relationships between a child's aggression and peer influence, higher levels of relational and physical aggression correlate with higher aggressive, hyperactive, and anti-social behaviors. In addition, the higher the age and relational aggression, the higher the pro-social behaviors that occur. Pedagogical implications and suggestions are put forth in the areas of improving relationships between children and teachers, how teachers can assist young learner development, and techniques to improve peer relationships and reduce its difficulties.