• 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.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.239-257
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• 2011

The purpose of this study was to redefine and validate the motivational self-concept for child-care teachers. Based on related researches, items were remodified to be good enough to use for studying child-care teachers' motivational self-concept. Redefined items were analysed by factor analysis and validated by use of child-care teachers' professional recognition and their ego-resiliency. Researchers have garnered data from 321 child care teachers as convenience samples who are engaged in child care centers in Seoul and Kyunggi province by using questionnaire research methods. We have eliminated questions that are .40 below communality, questions by conducting exploratory factor analysis. As a result, 6 factors and 23 items were selected; 6 factors have indicated that it explained 77.12% of total variate motivational self-concept rating scale and ${\alpha}$ of Cronbach that of total items indicated acceptable level. After examining relevancy of child-care teachers' professional recognition and ego-resiliency to verify compliant feasibility of the motivational self-concept rating scale, the relation between motivational self-concept and professional recognition was .604(p<0.001) indicating significant static correlation and the relation between motivational self-concept and ego-resiliency was 4.456(p<0.01) indicating significant static correlation. Through this result, it is verified that motivational self-concept rating scale has compliant feasibility in professional recognition and ego-resiliency.

• The Mathematical Education
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• v.61 no.1
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• pp.127-156
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• 2022

This study used the data of students from the 6th grade to the 3rd grade of middle schoolin the Korean Educational Longitudinal Study 2013 and classified them into subgroups with similar longitudinal changes in math academic achievement. In addition, the influence of longitudinal changes in the group's academic self-concept and teachers and parents academic support on the longitudinal changes in math academic achievement were analyzed, either directly or indirectly. As a result of the analysis, it was found that the academic self-concept of each group had a positive influence on the academic achievement in mathematics. In addition, the academic support of teachers and parents was found to have a positive influence on the academic achievement in mathematics through the mediating of the academic self-concept. In terms of direct and indirect influence on academic self-concept and math vertical scale scores, it was found that teachers' academic support had more influence than parents' academic support. The educational implications of these points were discussed.

• Journal of Digital Convergence
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• v.18 no.10
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• pp.325-334
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• 2020

This study was done to examine parents, peer, teacher attachment, depression, and self-conception in adolescents. A survey using a structured questionnaire was conducted with 2,3 grade students of middle school located in 137 subjects. Data were analyzed using an independent t-test, one-way ANOVA, Pearson's correlation, and multiple stepwise regression analysis with the SPSS WIN 22.0 program. There was a significant difference in parents attachment(F=13.878, p<.001), peer attachment(F=7.431, p<.001), teacher attachment(F=7.425, p<.001), depression(F=13.241, p<.001), and self-conception(F=13.136, p<.001) according to participants' school grades. In the correlations of study variables, self-conception showed statistically significant correlations with parents, peer and teacher attachment in aspects of positive, and depression in aspect of negative. Participants' depression explained 61% of variance in self-conception. Findings from this study should be useful in the development of programs to promote participants' self-concept through their depression as a major problem in adolescent mental health.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.47-62
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• 2014

The purpose of this study targeted 93 full 5-year-old preschoolers was to examine young children's recognition of the relationships with their mothers, teachers, and peers and to analyze the effect of children's recognition on their self-concept. Children's recognition of the relationships with the people around and their self-concepts were measured by use of picture diagrams to help children's understanding and their replies. Data analysis showed that young children recognize their relationships with the people around positively, and that children's conflict recognition with their teachers influence negatively on their self-concept. This study is meaningful in that it directly researched preschooler's cognition of the relationships with the people around themselves from situation in the lack of preceding research that it comprehensively studied about relationships with the preschooler and others, and it executed one-to-one interview with preschooler using the picture tool for preschooler developed by the investigator in order to measure the preschooler's cognition.

• Korean Journal of Child Studies
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• v.24 no.6
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• pp.81-94
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• 2003

This study explored the relationship between kindergarten teachers' self-concept and job satisfaction. The subjects were 345 public and private kindergarten teachers. Instruments were 2 questionnaires: The Tools for Measuring kindergarten Teachers' Self-concept, and the Survey of Kindergarten Teacher Job Satisfaction. Results showed that kindergarten teachers' self-concept was positively correlated with job satisfaction. The most important sub-factor influencing job satisfaction was self-concept regarding professional and social position. These results imply that teacher education program or organizational climate improving teachers' positive self-concept would be needed.

• Journal of the Korean Home Economics Association
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• v.42 no.11
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• pp.123-136
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• 2004

The Purpose of this study was to investigate the effects of self-efficacy on the early childhood teachers' self-concept and job satisfaction. 191 early Childhood-teachers were surveyed for this study. Spss/pc was run for statistical data analysis. This study abstracted that the most important factors for Early Childhood-teachers to have Self-efficacy are life self, duty, working environment, payment, and promotion opportunity and concluded that the more payment and promotion opportunity, the more Self-efficacy teachers have. In conclusion, this study implies that retraining and teaching programs for teachers need to be accessed variably, considered with the results of this paper.

• Proceedings of the KHMA Conference
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• 2012.05a
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• pp.99-106
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• 2012

• School Mathematics
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• v.18 no.3
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• pp.691-709
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• 2016

Understanding the belief of mathematics pre-service teachers is essential in conducting and designing the effective teacher education program. This study analyzed the mathematical belief of the elementary school pre-service teachers. The results of the study are as follows. First, persistence factor, which is the belief about solving mathematical problems, following teacher direction factor, which is the belief about mathematical studies, activity involvement factor, and interest factor, which is the belief about self-concept, showed much connection with other mathematical belief factors. Second, the stereotype factor, which is the belief about mathematics, are affecting the following teacher direction factor. The process factor, which is the belief about solving mathematical problems, are affecting the activity involvement factor. Third, as for the comparison of the mathematical beliefs according to grades, only the stereotype and usefulness factors, which are the beliefs about mathematics, and the benefit factor, which is the belief about self-concept, had statistically significant differences. Fourth, as for the comparison of the mathematical beliefs according to majors, all the mathematical beliefs except for the confidence factor and benefit factor, which is the belief about self-concept, had significant differences. Based on the results of this study, we need to establish the mathematical beliefs that the elementary school pre-service teachers should have, and prepare various measures such as education program for pre-service teachers and instruction-learning methods.

• Journal of the Korean Home Economics Association
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• v.40 no.8
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• pp.1-11
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• 2002

The purpose of this study is to explore the influence of a mother's rearing attitude and children's self-concept on children's relations with friends and teachers. Specifically, this study investigated children's self-concept to mediate the relationship between the mother's rearing attitude and the children's relations with friends and leachers. The Subjects were 222 fourth year elementary school and their mothers. Data were analyzed rising the SAS program. The results of this study were as follows: Mother's rearing attitude did not directly influence children's relations with friends and teachers. But children's self-concept influenced the children's relations with friends and teachers. In particular children's self-concept appeared to mediate the relation between mother's rearing attitude and children's relations with friends and teachers.