• Title/Summary/Keyword: 교직

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The Novice Teacher's Perception of Good College Instructional Practice in the Industrial Teacher Education (공업교원양성교육에서 좋은 수업에 대한 초임 교사의 인식)

  • Hahm, Seung-Yeon
    • Journal of Engineering Education Research
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    • v.13 no.6
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    • pp.72-79
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    • 2010
  • The purpose of this study was to explore good college instructional practice in the industrial teacher education in order to improve the quality of instruction. The study that what is the good instructional practice have been relatively more researched on elementary and middle school than colleges. Research methods used in this study were an individual interview and focus group interview. Research results and analyses were three directions in good instructional practice to be in teacher's college, engineering college and teacher's graduate school. Based on the result of the study, some recommendations for future researches were made as follows: First, good instructional practice in teacher's college were to be interested in students and be enthusiastic class and practical training. Second, good instructional practice in engineering colleges were class to be a faithful college program for teaching profession orientation and practical training. Third, good instructional practice in teacher's graduate school were class to allow for an academic standard and subjects of special study of each students.

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Directors' Servant Leadership and Role Performance in Nursery School : The Mediating Effects of Organizational Culture and Teaching Ethics (어린이집 원장의 서번트리더십이 보육교사의 역할수행에 미치는 영향 : 조직문화 및 교직윤리의식의 매개효과)

  • Kim, Misong;Shin, Seungyeun
    • The Journal of the Convergence on Culture Technology
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    • v.8 no.6
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    • pp.365-371
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    • 2022
  • This study explored the influence of servant leadership of directors on role performance of teachers in nursery school with examination of how perceptions of an organizational culture and teaching ethics of teachers intermediate the relationship between servant leadership and role performance of teachers. The data were collected from 501 teachers in nursery school working in Seoul and Gyung-gi-do and data analysis was done through structural equation modeling using AMOS 24.0. The study results show that the servant leadership of directors was positively related to the role performance of teachers, and organizational culture and teaching ethics of teachers were found to mediate the relationship between servant leadership of directors and role performances of teachers. In addition, he servant leadership of directors influenced the role performance of teachers through organizational culture and teaching ethics.

The Effect of the Thinking Styles and Character Development Efficacy of Childhood Educational Teachers on Their Commitment to Teaching (유아교사의 사고양식과 인성개발 효능감이 교직헌신도에 미치는 영향)

  • Kim, JoengKyoum;Lee, JuYeon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.15 no.4
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    • pp.1905-1915
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    • 2014
  • This study is to examine the effect of the thinking styles and character development efficacy of childhood educational teachers on their commitment to teaching with the intention of clarifying that these two factors of childhood educational teachers are important internal variables in enhancing their dedication to teaching, and to seek ways of finding thinking styles and character development efficacy appropriate for childhood educational teachers. Childhood educational teachers at nursing schools and kindergartens located in Daejeon, Chungnam, and Chungbuk were chosen as the study objects. The results are as follows: First, it turned out that childhood educational teachers's commitment to teaching was in close relation to their judicial, monarchy, totalitarian, internal, and liberal thinking styles. As for childhood educational teachers' character development efficacy, personal efficacy and dedication to teaching showed a high level of correlation. This indicates that as childhood educational teachers preferred certain thinking styles, their commitment to teaching also could be enhanced, and that as childhood educational teachers' personal efficacy was high, their commitment to teaching was enhanced as well. Second, as for the positive effect of childhood educational teachers' thinking styles and character development efficacy on their commitment to teaching, it turned out that such factors as judicial and internal thinking styles, common teacher efficacy, and personal teacher efficacy affected professional recognition, such factors as judicial, internal, conservative, liberal thinking styles and personal teacher efficacy influenced their affection for teaching, and such factors as legislative, monarchy, anarchic, and liberal thinking styles and personal teacher efficacy affected zeal.

A Study of the Occupational Socialization of Novice English Teachers at the First Years (영어 초임교사의 교직 사회화에 관한 연구)

  • Chang, Kyungsuk;Jeon, Young-Joo
    • The Journal of the Korea Contents Association
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    • v.20 no.11
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    • pp.411-421
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    • 2020
  • There is a paucity of research on socialization of novice teachers that has been found to have influence on their career through studies in different subject fields in various regions. This study addresses how novice English teachers perceive their socialization at the first years. It aims to draw implications for novice teacher support for training and professional development. Data were obtained from a questionnaire survey. From the review of the relevant literature, six themes were identified as significant factors in novice teachers' socialization process: relationship with pupils, teaching, rapport with colleagues, support from headteachers, relationship with parents, and expectations from the society. There were 44 questions under six key factors. 99 secondary English novice teachers participated in the survey. The analysis of the gathered responses to each question reveals information on their socialization process to become a secondary English teacher including adaptation challenges for professional development, which have been neglected but are gaining more attention from different stakeholders. This is being increasingly supported in the time of the coronavirus (COIVD-19) pandemic crisis, disruption and recovery. The study is concluded with some implications for research on novice teacher induction, and teacher education policy and practice.

The Mediating Effect of Job Satisfaction on the Relationship between Motives for Selecting a Teaching Profession and Burnout of Early Childhood Teachers (유아교사의 교직선택동기와 소진의 관계에서 직무만족도의 매개효과)

  • Lim, WonShin;Kim, SoHee
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.2
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    • pp.559-567
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    • 2017
  • The aim of this study was to identify the interrelationship among the motives for selecting a teaching profession, job satisfaction, and the burnout of preschool teachers. In particular, this study examined the mediating effect of job satisfaction on the relationship between their motives and burnout. Data were collected from a group of 200 kindergarten and daycare center teachers working in Seoul, Choongnam and Kyeonggi Provinces. Data analysis was conducted using the PASW Statistics 18.0. The results are as follows. First, there were correlations among their motives for occupational choice, job satisfaction, and burnout. Their motives for selecting a teaching profession and job satisfaction had an influence on their burnout. Second, job satisfaction had a mediating effect on the relationship between motives for selecting a teaching profession and burnout of preschool teachers. These results suggest that improvements of their job satisfaction would help alleviate their burnout and mediate the influence of motives for selecting a teaching profession.

An effects of Distributed leadership on Teacher efficacy and Teaching commitment in middle school teacher (중학교 교사의 분산적 리더십이 교사효능감과 교직헌신도에 미치는 영향)

  • Park, Jin-Hee;Yu, Pyeong-Su
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.7
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    • pp.467-473
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    • 2019
  • The purpose of this study is to present the scale of the overall influence by way of investigating how much any sub - elements of middle school teachers' distributed leadership influences any sub - elements of teacher efficacy and teaching commitment. First, there was no statistically significant difference in perceived level on distributed leadership according to the background variables of middle school teachers, but on average, it was shown to be high in female teachers, common teachers, over 21-year-career teachers and private school teachers. Second, there was a statistically positive correlation between distributed leadership and teacher efficacy or teaching commitment. Teacher efficacy showed a higher positive correlation than teaching commitment. Third, the study statistically showed that distributed leadership overall has influence on teacher efficacy and teaching commitment(41%). In conclusion, the study revealed a meaningful positive correlation between sub - elements of distributed leadership and sub - elements of teacher efficacy or teaching commitment, specially self-regulating efficacy, confidence of sub-elements of teacher efficacy, and school love of sub - elements of teaching commitment were positively explained according to the sub - elements of middle school teachers' distributed leadership. The explanatory power of the sub-elements of the distributed leadership on the teacher efficacy and the teaching commitment was 27% in the school situation, 28% in the leadership of the school principal, 28% in the leadership of the teacher, and 28% in the teacher interaction.

A Study of the Relationship between Positive Psychological Capital and Teaching Professionalism of Pre-service Early Childhood Teachers: An Analysis of the Mediating Effect of Passion for Teaching (예비유아교사의 긍정심리자본이 교사전문성에 미치는 영향 : 교직에 대한 열정의 매개효과)

  • Seung Hwa Jwa;Hae Jung Lee
    • The Journal of the Convergence on Culture Technology
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    • v.9 no.5
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    • pp.193-201
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    • 2023
  • The purpose of this study was to examine the relationship among positive psychological capital, teacher professionalism, and passion for teaching of pre-service early childhood teachers. Specifically, this study investigated the mediating effect of passion for teaching on the relationship between positive psychological capital and teaching professionalism of pre-service early childhood teachers. The study participants were 198 pre-service early childhood teachers. Questionnaire were used to collect data. Data were analyzed using descriptive statics, Pearson correlation, multiple regression, and Sobel test for mediating effect. The results of the study were as follows: First, it was found that pre-service early childhood teachers had relatively high level of positive psychological capital, teacher professionalism, and passion for teaching. Second, there was a significant positive correlation between positive psychological capital, teacher professionalism, and passion for teaching of pre-service early childhood teachers. Third, the mediation effect of passion for teaching of per-service early childhood teachers between positive psychological capital and teacher professionalism was found to be partially significant. This result implies that positive psychological capitals and passion for teaching are to be effective to improve teaching professionalism of per-service early childhood teachers. The results of this study provides basic data on an early childhood teacher training program in improving teaching professionalism.

Generalizability Analysis of Teaching Aptitude and Personality Test for Pre-service Engineering Teachers in a Graduate School of Education (교육대학원 예비공학교사의 교직 적성·인성 검사에서 일반화가능도 분석)

  • Kim, Sung-Yeun
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.19 no.5
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    • pp.323-330
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    • 2018
  • This study examined the fairness of the teaching aptitude and personality test assigned to pre-service engineering teachers in a graduate school of education based on measurement traits. For this study, we analyzed the teaching aptitude and personality test scores of 99 students enrolled in engineering education in a graduate school of education located in the Seoul metropolitan area from 2013 to 2017. The main results were as follows. First, the estimated variance due to residual was generally the highest, followed by nesting of items within domains, pre-service engineering teachers, interactions of pre-service engineering teachers with domains, domains, and occasions. Second, dependability coefficients were better indicators than Cronbach's because the latter may have been overestimated by applying the traditional reliability coefficient in inappropriate manners. Third, the teaching aptitude and personality test can be applied to pre-service engineering teachers in a graduate school of education based on empirical evidence considering dependability coefficients. Fourth, a total of 96 items from the original 210 items, with 2 occasions and 12 domains containing 8 items in each domain, were optimal measurement conditions to reach adequate degrees of reliability based on the total number of items. Finally, the results were discussed, the study limitations described and future research directions proposed.

Epistemological Beliefs of Elementary School Teachers in Science Class According to Gender and Teaching Experience (초등교사의 과학 수업에 대한 인식론적 신념 -성별과 교직 경력을 중심으로-)

  • Kim, Nam-hoon;Yeo, Sang-ihn
    • Journal of The Korean Association For Science Education
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    • v.42 no.2
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    • pp.277-287
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    • 2022
  • This study aims to investigate the main effects and interaction effects of individual variables on the epistemological beliefs of elementary school science teachers. For this purpose, a survey was conducted on 338 elementary science teachers in the metropolitan area on gender, teaching career, and epistemological beliefs. Epistemological beliefs show significant differences not only in gender and teaching career, but also in the interaction between gender and teaching career. Depending on gender, female teachers are more integrated in knowledge than male teachers, and process is more important than outcome in learning. Depending on the teaching career, it was found that high-career teachers generally value the process rather than the results, as knowledge is integrated and constantly evolving, knowledge is acquired by individual reasoning and justified through external interaction. On the other hand, teachers with low career perceive that efforts are indispensable in learning compared to other groups. Depending on the interaction between gender and teaching career, elementary school teachers believe that the higher the teaching career, the more integrated and constantly evolved, but low-career male teachers believed that learning ability was born with experience, while high-career male teachers value the learning process. Based on this study, it is expected that many training sessions aimed at improving the quality of teaching and learning will provide more effective opportunities to develop elementary science teachers' epistemological beliefs, considering teachers' personal characteristics.

A Study on the Future Development of Statistics Departments : Installing Teacher-training Course (통계학과 발전방향에 대한 고찰 : 교직과정을 중심으로)

  • Chung Sung Suck;Sohn Joong-Kweon;Lee Sang Bock
    • The Korean Journal of Applied Statistics
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    • v.18 no.1
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    • pp.211-227
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    • 2005
  • Present situation for statistics departments is in crisis in the view point of decreasing numbers of departments and difficulty in receiving good quality highschool graduate students. In this paper; we study the various ways of developing statistics department. Especially after the foreign exchange crisis in 1997, the preference for the teaching jobs in highschool is increasing drastically, the installment of teacher-training course is regraded as one of several crucial ways to get good highschool graduates and to complete with other majors at the same time.