• 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 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.

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.

The Effects of Emotional Intelligence on Happiness among Early Ehildhood Teachers: The Mediating Effects of Job Stress and Teaching Efficacy (영유아교사의 정서지능이 행복감에 미치는 영향: 직무스트레스 및 교사효능감의 매개효과)

  • Lee, Eun Suk;Lee, Kyung Nim
    • Korean Journal of Childcare and Education
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    • v.11 no.2
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    • pp.221-238
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    • 2015
  • This study examined the effects of emotional intelligence, teaching efficacy and job stress on happiness among early childhood teachers. Data were collected from 246 early childhood teachers. To collect the data, emotional intelligence, teaching efficacy, job stress, and happiness instruments were used. All research variables were measured using self-reported questionnaires, and were analyzed with one-way ANOVA, t-test, Pearson's correlation and pathway analysis. The results indicated teachers' happiness had no difference by demographic variables. Emotional intelligence had a direct effect and an indirect effect through teaching efficacy and job stress on happiness among early childhood teachers. Teaching efficacy and job stress had a direct effect on happiness among early childhood teachers. Additionally, emotional intelligence was the most important variable predicting early childhood teachers' happiness. Teaching efficacy and job stress had a mediating effect between emotional intelligence and happiness.

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.

The Impact of Day-care Center Organizational Characteristics on Teacher Efficacy (어린이집 조직특성이 교사효능감에 미치는 영향 - 교사경력 5년을 기준으로 -)

  • Chung, Mi Ra;Kang, Su Kyung;Kim, Min Jeong;Yee, Bang Sil
    • Korean Journal of Childcare and Education
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    • v.11 no.1
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    • pp.173-190
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    • 2015
  • This study examined the effects of day-care center organizational characteristics on teacher efficacy. The participants of this study were 319 day-care center teachers who work in the Seoul-Gyeonggi area. The results of this study are as follows: First, day-care center teacher efficacy shows the difference depending on the teachers' career. Second, teachers' efficacy was influenced by day-care center organizational characteristics. In particular, it appeared that 'challenge' and 'distinction of role' affect teacher efficacy when the career of the teacher is less than 5 years. And it appeared that 'challenge', 'distinction of role' and 'retraining' affect teacher efficacy when the career of the teacher is more than 5 years. We discussed organizational characteristics for improving teacher efficacy and suggested the implication for retraining teachers and supervision to promote teacher efficacy based on the results.

The Effects of Individual and Environmental Characteristics of Secondary-school Teachers on Teacher Efficacy and Job Satisfaction (중등교사의 개인 특성과 환경 특성이 교사효능감과 직무만족도에 미치는 영향)

  • Lee, Seong Ju;Kang, Dae Yong;Kim, Kyung Hee
    • Journal of the Korea Convergence Society
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    • v.8 no.6
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    • pp.171-180
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    • 2017
  • This study was executed to verify the effects of individual and environmental characteristics of secondary-school teachers on teacher efficacy and job satisfaction. To do so, a survey of teacher efficacy and job satisfaction was conducted to 696 man and woman teachers from 55 secondary schools in Gwangju and Jeonnam province, and then the results of the survey were analyzed. In this study, teacher efficacy was composed as four factors: sense of calling, teaching-learning, colleague relation and school organization. And job satisfaction was categorized as three factors: job relation, compensation system and working environment. The Multivariate analysis results showed a significant difference in teacher efficacy and job satisfaction according to teachers' individual characteristics and working environment. Conclusively, teacher efficacy and job satisfaction are complicated factors formed by teachers' individual and environmental characteristics. To improve secondary-school teachers' teacher efficacy and job satisfaction, it is necessary to develop training and education programs reflecting individual and environmental characteristics.

The influence of early childhood teachers' emotional regulation style and teacher efficacy to their burnout (정서조절양식과 교사효능감이 유아교사의 소진에 미치는 영향)

  • Kang, Hye-Won
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.14 no.10
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    • pp.4902-4909
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    • 2013
  • The purpose of this study was to investigate the influence of early childhood teachers' emotional regulation style and teacher efficacy to their burnout. The data was collected by questionnaires method from 157 early childhood teachers in Gyeongsangbuk-do and Ulsan city. The instruments were Scale for Emotional Regulation Styles, Teachers' Sense of Efficacy, and Early Childhood Teachers Burnout Scale. The results of the study were as follows: Early childhood teachers' emotional regulation style and teacher efficacy meaningfully influenced to their burn out. This means early childhood teachers who had higher avoidant/distract regulation style showed higher their burnout and who had higher personal teacher efficacy showed lower their burnout. This research offers further study the influence variables to burnout and find out the effective method of emotional regulation and to enhance teacher efficacy.

Creative Personality and Teacher Efficacy of Pre-service Kindergarten Teachers (예비유아교사의 창의적 인성과 교사효능감의 관계)

  • Lee, You Mi
    • Korean Journal of Childcare and Education
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    • v.5 no.2
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    • pp.1-20
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    • 2009
  • This paper is intended as an investigation of relation between pre-service kindergarten teacher's creative personality and teacher's efficacy. Subjects of this study were 160 third grade students of S collage & Y collage. They were major in infant or early childhood education and have an field practice experience of nurture and education. Tool for measurement is Creative Personality Scale of Ha Juhyun and TEBI(Teaching Efficacy Belief Instrument) teacher's efficacy test which is modified by Kim Sunnam. The collected data were analyzed by one-way ANOVA, post hoc Scheffe' test, Pearson's correlation and stepwise regression. The following results were obtained. First, there is no difference in creative personality according to academic grade, age, experience of leadership in collage. Second, there is a static relation between age of pre-service kindergarten teacher and teacher's efficacy especially personal teacher's efficacy. Third, points of creative personality is relative to teacher's efficacy, especially relative to personal teacher's efficacy. Among the sub-factors of creative personality, factors estimates teacher's personal efficacy are 'self belief, imagination and open mind'. On these ground, I comment on curriculum which will educate creative personality of pre-service kindergarten teacher.

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The Effects of Teacher Efficacy and Level of Professionalism of Child-care Teachers on Interaction of Teachers and Children (보육교사의 교사효능감 및 전문성 수준이 교사-유아 상호작용에 미치는 영향)

  • Kweon, Mi Seong;Moon, Hyuk Jun
    • Korean Journal of Childcare and Education
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    • v.9 no.4
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    • pp.277-296
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    • 2013
  • The current study examined the effects of teacher efficacy, and level of professionalism in the subject of interaction of teachers and children. The data collected in this study shows the following results. First, teachers over thirty years-old tend to show a higher level of teacher efficacy, level of professionalism and interaction of teachers and children compare to teachers who are under thirty. In categories, such as teacher efficacy and level of professionalism, accreditation experience caused significant difference. The group of teachers who had more than two times of accreditation experience show higher teacher efficacy than the group of teachers that had no experience, and the previous groups' level of professionalism was higher than the rest. Second, teacher efficacy has positive correlation in level of professional- ism and interaction of teachers and children. Level of professionalism of childcare teachers has positive correlation with interaction of teachers and children. Third, when examining the relative effect of socio-demographic variables, teacher efficacy and level of professionalism on interaction of teachers and children, mature teachers have more influence on verbal interaction of teachers and children; the teachers who have longer career have more influence on behavioral interaction of teachers and children. By and large, teachers who are older and have higher teacher efficacy and level of professionalism gain more influence on overall interaction of teachers and children.