• Journal of Digital Convergence
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• v.15 no.5
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• pp.363-372
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• 2017

Attention deficit hyperactivity disorder (ADHD) is a relatively common condition of childhood onset and is of significant educational and social concern in elementary school. Investigating the determinants of teachers' attitudes and behavior and their relative importance is crucial for improving teaching practices and initial teacher education for effective inclusion of ADHD children. Based on two hundred and twenty seven survey responses from elementary school teachers, having experienced in dealing with ADHD students, this paper examines the age, gender, career and training-hours effects on the knowledge, attitude, stress and inclusive education involving ADHD children. The regression analysis shows that the gender influences the level of stress and that the training hours has some impact on the knowledge about ADHD at 5% significance level. However, the number of ADHD children experienced, age, gender, career and training-hours were identified as the non-significant predictors of teaching behavior in relation to ADHD children. As a conclusion, a brief discussion concerning the critical needs of elementary school teachers is also presented.

• The Mathematical Education
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• v.57 no.2
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• pp.179-196
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• 2018

The purpose of this study was to investigate the measurement equivalence and to suggest application ways in teaching aptitude and personality test results for pre-service mathematics teachers between a graduate school of education and a college of education. This study analyzed the scores of the teaching aptitude and personality test of 36 pre-service mathematics teachers enrolled in a graduate school of education and 111 pre-service mathematics teachers in a college of education by performing a multivariate generalizability analysis. The main results were as follows. First, graduate's pre-service mathematics teachers had a higher level of teaching aptitude and personality than that of college's pre-service mathematics teachers based on the total scores. In addition, graduate's pre-service mathematics teachers had higher levels of teaching aptitude and personality than those of college's pre-service mathematics teachers except for a creativity application domain based on the sub-domain scores. Second, cognitive domains were measured more precisely but affective domains were measured less precisely for graduate's pre-service mathematics teachers than for college's pre-service mathematics teachers. Third, regardless of school levels, Cronbach's ${\alpha}$ values, which might be overestimated by applying the classical test theory, were higher than dependability coefficients. Fourth, this study showed a somewhat negative result in ensuring the measurement equivalence for a problem solving exploration domain. However, regardless of school levels, this study indicated that the overall measurement was generally reliable on composite scores. Based on these results, it was confirmed that multivariate generalizability methodologies' approach can be useful for exploring the measurement equivalence issues. Finally, this study suggests how to utilize the results of the test, how to apply a multivariate generalizability analysis for detecting the measurement equivalence, and how to develop future research based on limitations.

• Journal of Families and Better Life
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• v.33 no.5
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• pp.87-102
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• 2015

The purpose of this study was to examine the relationship between job stress, turnover intention, and the moderating roles of motivation for child care work. The subjects were 238 child-care teachers who were worked at child-care centers in Seoul. Questionnaires were used to rate job stress, turnover intention, and the motivation for child care work of teachers. The collected data were mainly analyzed by descriptive statistics, t-test, one-way ANOVA, Duncan test, Pearson's correlation and the multiple regression analysis. The main results of this study were as follows. First, there were differences in turnover intention according to individual characteristics such as career at the current child-care center and total career. Second, job stress was positively correlated with turnover intention, and negatively correlated with active motivation and material motivation. And turnover intention was negatively correlated with active motivation and material motivation. Third, a moderator effect of the active motivation was found in the relationship between the job stress and the turnover intention. Especially the active motivation is suggested to reduce the negative results of job stress and turnover intention. Therefore, the results indicate the importance of the active motivation which is considered as an aptitude, interest, affection for children and self realization when child-care teachers make a decision to enter the child-care work profession.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.11-20
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• 2019

The purpose of this research is to investigate the experience for behavior intervention and awareness of positive behavior support among beginning special education teachers. For this, 5 special education teachers with less than 2 years of experience participated in this research. One-on-one in-depth interviews were carried out with them, and all interview results were transcribed and analyzed according to the constant comparison method resulted in 4 major themes follows: 'motivation', 'a series of choice', 'regret for intervention' and 'awareness of Positive Behavior Support'. also, 9 sub themes follows: 'educational needs', 'living needs', 'starting intervention', 'process of intervention', 'results of intervention', lack of resources', 'lack of communication', 'new attempts', 'new areas'. During a discussion, requests for behavior intervention and awareness of positive behavior support, which had been drawn in the research results, were discussed, and the limitation of this research was suggested.

• Journal of Teachers' Pension
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• v.5
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• pp.219-241
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• 2020

연기연금제도는 연금 지급개시연령 도달 이후 일정 기간 연금수급을 포기하는 대신 급여에 일정액을 가산하여 지급하는 제도이다. 연기연금은 지급개시연령 도달 이전에 수급을 신청하면 일정액을 가산하여 차감하고 지급하는 조기연금과 상호보완적인 기능을 수행하며 유연은퇴(flexible retirement)의 주요한 축을 구성한다. 연기연금제도의 정책적 목적은 수급자별 다양한 재무적 상황에 따라 보다 유연한 은퇴설계와 노후소득 확충을 지원하는 제도적 장치를 마련하는 것이다. 하지만 현재 연기연금제도는 국민연금에는 시행되고 있으나 사학연금을 비롯한 직역연금에는 도입되지 않고 있다. 최근 공적연금간 급여규정 수렴화에도 불구하고 사학연금을 비롯한 직역연금에서 연기연금을 도입하지 않는 배경에는 공적연금간 급여 형평성 등 많은 쟁점사항들이 영향을 미치기 때문일 것이다. 하지만 이 연구는 그러한 기저의 논쟁에서 벗어나 제도의 재무적 특성 분석을 목적으로 한다. 분석자료는 연금수급을 위한 요건을 충족한 퇴직자 중 연금수급연령 미도달자로 이들 대기자 그룹의 미시자료를 이용해 연기연금 적용 시 제도의 총급여액 증가를 야기하지 않는 재정 중립적 증액률(plan-neutral deferral rate)을 산출하였다. 분석결과, 분석자료를 대상으로 한 산술적 증액률은 6.75%였으나 민감도 분석의 결과를 반영한 적정수준은 6% 이하일 것으로 사료된다. 이는 장기적 추정의 특성상 적용되는 가정변수 수준에 따라 변동폭이 클 뿐만 아니라 하위 구성집단간의 이질적 특성으로 산출되는 증액률의 편차가 크기 때문이다. 따라서 재정 안정성을 훼손하지 않기 위해서는 보수적 관점의 접근이 필수적이다. 연구의 구성은 크게 세 부분으로 II장에서는 소득활동관련 연금의 주요한 수단으로 연기연금의 제도적 필요성을 검토하고, III장에서는 실제 사학연금 가입자 자료를 이용해 재정 중립적 증액률을 산출하고 주요 변수별, 특성 집단별 증액률에 대한 분석결과 및 시사점을 기술하였다. IV장에서는 장기 재정안정성을 저해하지 않기 위해 적정 증액률 산정 시 추가적으로 고려해야 되는 재무적 관련사항을 기술하였다.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.547-557
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• 2018

The purpose of this study was to investigate the effects of teacher preparation programs with project-based learning for strengthening preservice special education teachers' practical teaching abilities. The results of this study showed that the practical teaching ability of preservice special education teachers (n = 39) improved by a total of 6.76 points after receiving action learning-based instruction. The improvement was 1.49 points for planning and designing, 1.49 points for communication, 0.49 points for interactions with students, 2.49 points for teaching and learning environment, and 0.89 points for sincerity and enthusiasm. The results of paired t-test showed that preservice special education teachers' practical teaching ability has significantly improved on the total scale score (p < 0.01). Preservice special education teachers' improvements were also significant on three out of five subscales: planning and designing, communication, and teaching and learning environment. Correlations between the practical teaching ability subscales ranged from 0.64 to 0.90, indicating a statistically significant correlation.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.626-638
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• 2021

This study is about a life history. Through investigating the life of retired teachers in preschool, elementary, and middle schools, authors wanted to explore the meaning of retirement and the process of adaptation to find out their personal and social needs in post-retirement life. Studies have shown that their experiences at childhood have greatly influenced the performance of one's profession, such as contributing to setting limits on behaviors of their students. In the period of interdependence, they have contributed to serving society and the nation beyond as a professional, and in the second half of his teaching career, they have learned that their painful experience was a resource and have realized that changing mind can make the world changed. Since teachers' behavior affects on many subjects unlike other jobs, rewards or satisfaction from the job was bigger than any other jobs. However, after retirement, they felt a sense of emptiness in life without any sense of belonging or accomplishment, while feeling happiness and infinite freedom in other hand. Thy still go forward for life challenging to new study.

• The Journal of the Korea Contents Association
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• v.21 no.8
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• pp.271-284
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• 2021

The purpose of this study is to explore the current status and effects of online discussion classes in universities. To this end, a survey was conducted on university students attending a total of four universities in Seoul and Gyeonggi Province to diagnose their perceptions of the operation of online discussion classes and their effects. The collected data were analyzed using frequency analysis, descriptive statistical analysis, cross-analysis, F-test, T-test, and Scheffe test by applying SPSS program. As a result of the study, first, it was found that 'non-real-time recorded lessons' and 'real-time interactive video lessons' were mainly conducted at universities after the COVID19 crisis. Second, in the online class method, 'real-time interactive video class' had a positive effect on 'debate class preference' and was found to be more meaningful. Third, college students recognized participation in online discussion classes as a foundation for expanding creative thinking skills, suggesting that strengthening through smooth communication and exchanges based on learners' sufficient cognitive processes on discussion methods and procedures is more helpful.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.31-41
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• 2021

This study aimed to investigate the status of happiness according to the background of teachers, and to find out the effects of social support and job satisfaction on teachers' happiness. For this, the data of 249 teachers participating in the teacher training were analyzed using the Google online survey. As a result, there was no significant difference in gender or career, but elementary school teachers were found to have higher happiness than high school teachers. All the sub-factors of social support and job satisfaction were found to have positive relationship with the happiness sub-factors. In addition, in terms of the effects of social support and job satisfaction on inner happiness, teaching consciousness, autonomy, and trustworthy alliance had a positive effect on inner happiness, and the trustworthy alliance, advice, teaching consciousness on external commitment, and social belonging, Autonomy, development, and innovation had a positive effect on self-regulated happiness. It is believed that there is a need to improve the happiness of teachers using the results of this study.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.159-170
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• 2020

Despite evidence that early childhood teachers play a critical role in guiding children through their child assessment, most beginning teachers in the survival stage face the greatest difficulties in this area. Using the intentional and purposeful tools of action research, this collaborative action study supports a beginning teacher in reflecting upon her perceptions of the 'child assessment' of young children and devising and evaluating good guidance practices. During the course of the study, the participating teacher became engaged in more reflective teaching which prompted her to perceive the "child assessment" of the children from different perspectives. As her understanding of the importance of making her curriculum and classroom climate more engaging and meaningful deepened and she reconceptualized her notion of child assessment, the teacher witnessed positive changes in her students' behaviors which, in turn, increased her sense of efficacy. These very positive, empowering results are strong recommendation for using collaborative action research especially in the novice years of teaching for it provides the teacher with a life-long transformative tool for professional development.