• The Journal of the Convergence on Culture Technology
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• v.6 no.2
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• pp.429-436
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• 2020

The purpose of the study was to investigate the effects of early childhood teachers' teaching efficacy and teaching flow on their teacher-child interactions. The subjects were 386 early childhood teachers in Metropolitan area, South Korea. Subjects' teaching efficacy, teaching flow, and teacher-child interactions were measured using the self-reporting questionnaires. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and the analyses of multiple regression using SPSS 21.0. As results, early childhood teachers' teaching efficacy and teaching flow had significantly positive correlations with their teacher-child interactions. In addition, teaching efficacy and teaching flow had significantly positive effect on their teacher-child interactions.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.267-274
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• 2021

The purpose of this study is to investigate differences in learning flow and teaching presence according to the lecturer's appearance and the lecturer's speech rate. For this experiment, 183 freshman students from Xingtai University in China were selected as subjects of the experiment, and a total of four types of lecture videos were developed to test the lecturer's appearance and their speech rates. Data was analyzed through multivariate analysis of variance. According to the results of the analysis, first, learning flow and teaching presence of groups who experienced the presence of the lecturer appeared were significantly higher than the groups who learned without the appearance of the lecturer. Second, the groups who learned from videos with a fast speech rate showed higher learning flow and teaching presence than the group who learned at a slow speech rate. Third, there were no significant differences in both learning flow and teaching presence according to the lecturer's appearance and speech rate. This result provides a theoretical and practical basis for developing customized videos according to learners' characteristics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.6
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• pp.299-304
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• 2021

This study examined the effects of childcare teachers' empathy, teaching commitment, and feelings of happiness. The subjects were 111 childcare teachers in U city. The frequency, reliability, and correlation analysis were performed using the SPSS 22.0 program, and regression analysis was performed on the causal relationship between the variables. First, the childcare teacher's cognitive empathy factor had a positive effect on the sense of happiness. On the other hand, the emotional empathy factor, a sub-factor of the empathy ability, did not affect the feeling of happiness. Second, the childcare teacher's teaching commitment had a significant positive effect on happiness. This means that a higher cognitive empathy factor, a sub-factor of the childcare teacher's empathy ability, resulted in a higher sense of happiness. Moreover, a higher instructional commitment factor indicated a higher sense of happiness. This study provides basic data for preparing measures to improve the sense of happiness of childcare teachers by grasping the relationship between childcare teachers' empathy ability, teaching commitment, and feelings of happiness.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.3
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• pp.1424-1435
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• 2014

The purpose of this study was to investigate the causal relationship among job stress, teaching efficacy belief, and organizational commitment for early childhood teachers. Besides, the current study examined the mediating effect of teaching efficacy belief on the relationship between job stress and organizational commitment. The data were gathered through the questionnaires from 500 kindergarten and nursery teachers who are located in D metropolitan city. Among them, the total of 426 subjects were used for analysis from recovered 442. The results indicated that job stress was negatively correlated with teaching efficacy belief and organizational commitment for early childhood teachers. Teaching efficacy belief significantly had a positive relation with organizational commitment. Moreover, teaching efficacy belief turned out to have a partial mediating effect on the relationship between job stress and organizational commitment. This study has its significance in that it looked at the job stress as a predictor variable to explain the organizational commitment, the positive viewpoint by turning away from the early childhood teachers' burnout, and provided the potential for the environmental intervention by confirming the mediating effect of teaching efficacy belief.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.597-606
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• 2020

Recently, as students' programming classes are being conducted online, interest in factors that can lead to the success of online programming classes is also increasing. Therefore, in this study, online programming classes were conducted for specialized high school students using a web-based simulation programming tool through TinkerCad. In these online programming classes, students' self-regulation ability and learning flow were set as variables that influence both learning engagement and teaching presence, and the predictive power of each was analyzed. As a result, it was found that both self-regulation ability and learning flow were predictive variables for learning engagement and teaching presence, and that learning flow played a mediating role between self-regulation ability, learning engagement, and teaching presence. This study is meaningful in that it suggested that self-regulation ability and learning flow should be considered more meaningfully in online programming classes, and a practical strategy for this is presented.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.101-115
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• 2019

Objective: The purpose of this research is to explore the influence of infant teachers' teaching efficacy and sensitivity level on organizational commitment. Methods: The subjects of the study were 206 infant teachers working in pre-schools in "Region S." In the research, a survey was given out using a teaching efficacy tool used by Hee-Kyung Kwak (2011), a teacher-sensitivity measurement scale created by Kwang-Mi Min (2014), and an organizational commitment measuring tool modified and improved by Jong-Kak Lee (2013). The collected data went through the SPSS 21.0 Win Program to gather the information regarding reliability analysis, technical statistics, correlation analysis, and multiple regression analysis. Results: First, the infant teachers' teaching efficacy was average, their sensitivity level was above average, and their organizational commitment was a little above average. Second, the infant teachers' teaching efficacy and the organizational commitment showed a static relation. The sensitivity level showed a static relation with affective commitment and normative commitment in organizational commitment. Third, the infant teachers' organizational commitment was largely influenced by general efficacy which is a subfactor in teaching efficacy, and by consistency which is a subfactor of sensitivity. Conclusion/Implications: The results of this research suggest that teachers' teaching efficacy and sensitivity level are crucial in improving their organizational commitment.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.107-114
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• 2021

The purpose of this study is to investigate whether there is a difference in the effect of learning flow and teaching presence according to the lecturer's appearance and students' behavioral patterns in video learning. For this experiment, 183 freshmen from Xingtai University in China were selected as subjects. After being classified according to DISC, students were assigned to study the lecture videos with the appearance of the lecturer and the video without the appearance of the lecturer. After testing the level of their learning flow and teaching presence, the differences between groups were analyzed. According to the results of the analysis, the learning flow and teaching presence of groups who learned the videos in which the lecturer appeared were significantly higher than the groups who learned the videos without the appearance of the lecturer. Second, the effects of whether the lecturer appears or not according to DISC on learning flow were significant. However, the effects of DISC, and the interactive effect of DISC and the lecturer appearance were found to have no significant interactive effect on learning flow. Third, the effects of whether the lecturer appears or not according to DISC on teaching presence were significant, and the effects of DISC on teaching presence were not significant, but the interactive effect of lecturer appearance and DISC was significant. These findings suggest that lecture videos with the appearance of the lecturer generally have better effect. In particular, in order to enhance teaching presence, it is effective to decide whether the lecturer appears or not by considering its interactive effects with learners' DISC.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.342-349
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• 2020

This study investigated the effects of preschool teachers' ethical awareness and teaching flow on the teacher-preschooler interaction based on the participation of 345 preschool teachers in Chungcheongnam-do and Gyeonggi-do. The collected data were analyzed by correlation analysis and hierarchical regression analysis. The results of the study were as follows: First, both teachers' ethical awareness and teaching flow were strongly correlated with the teacher-preschooler interaction, and the correlation between sub-variables was also significant. Second, analysis of the relative strength of teachers' ethical awareness and teaching flow in the explanation of the teacher-preschooler interaction revealed that intrinsic motivation as a sub-variable among teaching flow was the most prominent predictor of the teacher-preschooler interaction, followed by ethics for preschoolers among teachers' ethical awareness as well as specific plans among teaching flow. The findings of this study suggest future directions for teacher education based on newly identified factors affecting teacher-preschooler interactions, desirable teacher-preschooler interactions, and implications for improving childcare quality.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.449-458
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• 2011

The purpose of this study is to investigate the effects of task value and perceived usefulness on learning outcomes. This study also examined the mediating effects of teaching presence in their relationships. As a result, task value and perceived usefulness significantly predicted learning outcomes (learning flow and learning persistence). In addition, teaching presence mediated between task value, perceived usefulness and learning outcome. This findings imply that task value, perceived usefulness, and teaching presence should be valued to enhance learning outcomes in Cyber university.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.478-487
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• 2012

The purpose of this paper is to investigate which the nature of teacher behavior affects the learning flow in the context of military education. Empirical results show that the leadership of the nature of teacher behavior has a significant effect on three factors of learning flow (flow experience, transformation of time, concentration on task). In addition, the pace of class of the nature of teacher behavior is significantly related to the transformation of time and the concentration on task, and the sense of humor of the nature of teacher behavior significantly affects the concentration on task. The findings provide practical implications on how a military education institution strategically employes the leadership, the sense of humor, and the pace of class in an attempt to select and train instructors.