• 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.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.117-127
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• 2019

Objective: The purpose of this study was a teacher efficacy scale for pre-service teacher and to examine the reliability and validity of the scale. Methods: Participants for this study were 428 pre-service teachers from G region. the data were analyzed using correlation, Cronbach's ${\alpha}$, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Results: The pre-service teacher efficacy scale was consisted of 3 factors, 'efficacy for instructional strategies', 'efficacy for student engagement' and 'efficacy for classroom management' with 12 items. Cronbach's ${\alpha}$ was ranged from .72 to .82. The confirmatory factor analysis revealed that CMIN/DF = 1.59, RMSEA = .05, SRMR = .05, TLI = .96, CFI = .97. Conclusion/Implications: In conclusion, all these results show that the pre-service teacher efficacy scale is quite a reliability and validity.

• 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.

• 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.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.129-143
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• 2005

The purpose of this study was to verify the validity of Ohio State Teacher Efficacy Scale(OSTES: Tschannen-Moran, 2000) when used with Korean home economics teachers. To achieve this purposes, the surveys with 263 secondary school home economics teachers was conducted by the prime investigator. Statistical procedures included descriptive statistics, factor analysis, internal consistency. Cronbach's a was calculated to test the reliability of items and their internal consistency and Exploratory Factor Analysis(EFA) was conducted to test the structure of each factors with principal analysis and varimax rotation. Confirmatory Factor Analysis(CFA) was conducted to test the factor validity of this scale with AMOS program. The reliability test result of 20 items appeared Cronbach's a=.86. The factor analysis on teacher efficacy with 263 survey of secondary school home economics teachers produced 5 factors including efficacy in classroom management. efficacy in needs assistance, efficacy in instructional strategies, efficacy in environmental assistance and efficacy in teaming assistance. The validity of teacher efficacy scale was moderately verified by the confirmatory factor analyses(GFI=.87, AGFI=.84. CFI=.86. PNFI=.72, RMR=.05. RMSEA=.07). The results lend a support to the teacher efficacy scale as a valid instrument.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.316-324
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• 2017

The purpose of this study is to identify the relationship between the self-concept of nursing teachers and teacher efficacy and to determine differences in the level of self-concept of nursing teachers. The research results were as follows. Firstly, the relationship between the self-concept of nursing teachers and teachers efficacy showed that there was a positive correlation between self-concept and general/individual teacher efficacy. Secondly, the observation results on the variations of the teacher efficacy depending on the level of the self-concept of nursing teachers noted the positive correlations and general-, individual teacher efficacy. Self-concept showed a higher correlation with individual teacher efficacy than general teacher efficacy. In summary, the research confirmed the definite correlation between the self-concept of teachers and teacher efficacy.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.215-216
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• 2019

테크놀로지의 발달에 따라 교육에서 테크놀로지의 중요성이 증가하였지만, 교사와 예비 교사의 테크놀로지에 대한 지식 부족으로 인하여 수업에 테크놀로지를 통합하는 것에 어려움을 겪고 있다. 이러한 문제를 해결하기 위하여 Kim과 Lee(2018)은 프로그래밍 기반 TPACK 교육 프로그램을 개발하였다. 개발한 TPACK 교육 프로그램은 예비 교사의 지식에 미치는 영향을 분석하는 연구는 진행되었지만, 예비 교사의 자기효능감에 미치는 영향을 명확히 규명하지 못하였다. 따라서 본 연구에서는 세 집단의 예비 교사를 대상으로 ICT 기반 TPACK 교육, 프로그래밍 교육, 프로그래밍 기반 TPACK 교육 프로그램을 실시하고, 예비 교사의 일반적 자기효능감과 특수적 자기효능감 변화를 관찰하였다. 연구 결과, ICT 기반 TPACK 교육과 프로그래밍 교육을 받은 예비 교사는 자기효능감의 변화가 관찰되지 않았지만, 프로그래밍 기반 TPACK 교육 프로그램을 받은 예비 교사는 일반적 자기효능감과 특수적 자기효능감 모두에서 유의한 향상이 나타났다.

• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.443-460
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• 2017

The aim of this study was to develop and validate a mathematics teaching efficacy scale for South Korean Elementary Teachers. The sample was consisted of 300 elementary teachers in South Korea. A total of 13 items were developed and examined for internal consistence. The results of this study showed that the proposed scale was appropriate to represent mathematics teaching efficacy of elementary teachers.

• Journal of The Korean Association For Science Education
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• v.44 no.3
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• pp.263-271
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• 2024

The demand for inclusive education in school settings has been constantly increasing. Yet, within the context of general subject teacher education, rather than special teacher education, preparation for this remains insufficient. This study aims to investigate and analyze the teacher efficacy for inclusive practices of pre-service science teachers with a focus on identifying differences based on respondent variables. In this research, teacher efficacy for inclusive practices is defined as self-belief in the ability to effectively teach students, including students with disabilities, in inclusive educational environments. It encompasses three sub-dimensions: efficacy in using inclusive instruction, efficacy in collaboration, and efficacy in dealing with disruptive behaviors. Utilizing data from 61 pre-service science teachers using 'Teacher' Efficacy for Inclusive Practices' survey tool, this study examines the distribution of teacher efficacy in inclusive practice across sub-dimensions and differences in distribution based on respondent background. The findings indicate that pre-service science teachers show a generally positive state across all three sub-dimensions, with efficacy to use inclusive instructions and efficacy in collaboration being the highest and efficacy in dealing with disruptive behaviors the lowest. he teachers' efficacy for inclusive practices of pre-service science teachers exhibited some tendencies of difference based on gender, experience with volunteering for individuals with disabilities, experience with inclusive education, and the extent of coursework in special education. However, none of these factors showed statistically significant differences.