• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.241-256
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• 2012

This purpose of this study was to examine the mediating effects of child care efficacy on the relationship between professional learning environment and turnover intention. For this purpose, we conducted a questionnaire survey with 237 child care teachers. The results of this study are summarized as follows. First, when child care teachers had low professional learning environment or low efficacy, their job turnover intention and occupational turnover intention improved. Second, job turnover intention and occupational turnover intention was affected by professional learning environment. Third, child care efficacy mediated between professional learning environment and occupational turnover intention.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.75-93
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• 2013

The present study was to investigate if quality of childcare curriculum implementation could be predicted by educational climate, teachers' professionalism, and teacher/classroom characteristics. According to the results, strong positive associations existed between eudcational climate, professionalism, and implementation of childcare curriculum. The most powerful predictor of curriculum implementation quality was 'respect and acceptance' which was a sub-factor of educational climate. Also, 'public service', a sub-factor of professionalism, explained a significant amount of variances in quality of curriculum implementation. Among teacher/childcare characteristics, the type of centers was one of the strong predictors. These study results provide meaningful implications regarding the importance of socio-cultural contexts in childcare centers as well as teachers'professionalism.

• Industry Promotion Research
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• v.6 no.3
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• pp.59-70
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• 2021

The purpose of this study is to analyze the impact of childcare teachers' professionalism on job performance, enhance the effectiveness of childcare teachers, and provide basic data to help them satisfy their duties. Statistical processing of the collected data has been studied through the SSPPWIN 21.0 program, level of expertise, understanding, skills, and attitude recognized by child care teachers, the higher the level of professionalism, the higher the age, educational background, and experience, the higher the level of expertise. In addition, various policy and institutional support at the level of childcare-related administrative agencies or local governments is needed to develop operational measures suitable for each type of daycare center and improve the quality of childcare services. Programs for the promotion of professionalism and job performance of childcare teachers should be developed and regular education, training and workshops should be provided to support application to childcare sites. This study is meant to improve the level of professionalism of daycare centers to achieve desirable professionalism and efficient organizational goals of daycare centers, and to improve the job performance of daycare centers and provide basic data to help them satisfy their jobs.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.137-158
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• 2017

The purpose of current study was to investigate if there is a difference in perception of professionalism depending on MBTI personality types of infant childcare teachers. The subjects of present study were 350 infant childcare teachers. The results for each research question were as follows: First, when the relationship between MBTI personality types and perception of professionalism of infant childcare teachers was investigated, it was found that higher professionalism was evident when preference for judging(J) type of infant childcare teachers among MBTI personality types was stronger, and lower professionalism was evident if preference for perceiving (P) type was stronger. Second, the result of examining differences in perception of professionalism according to MBTI personality types of infant childcare teachers was that extrovert teachers had higher perception of professional knowledge and skills than introvert teachers and there was no difference in perception of professionalism between sensing and intuition types. Teachers of thinking type had higher perception about fairness and professional organizations than those of emotional type, and teachers of judging had higher perception about socio-economic status, community service, and professional knowledge and skills than those of perception. Based on this study result, discussion was made on the fact that provision of more proper role among child and infant classes may result in efficiency and emotional and professional support is necessary so that professionalism of infant childcare teachers may be heightened.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.485-494
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• 2013

In child care teacher aptitude, it is identified that there is difference between male and female in sociability for the infants, but it shows that there is no difference in other field and implies that compared with gender of child care teacher, desire and qualification are more important for child care teaching. In addition,, in child care teacher aptitude, it is identified that as variable, commitment for duty expressively explicates child care teacher's professional perception, and the following things are shown as the variables to meaningfully explain the child care efficacy : creativity, self-improvement, sociability for infants, receptiveness, sensitiveness and safety management capacity significantly. Finally, it is turned out that creativity and self-improvement as main variable, expressively explains multicultural teaching efficacy. It is suggested the necessity to instruct pre-service child care teachers to possess creativity and be able to develop themselves, and improve multicultural teacher competencies.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.277-296
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• 2013

The current study examined the effects of teacher efficacy, and level of professionalism in the subject of interaction of teachers and children. The data collected in this study shows the following results. First, teachers over thirty years-old tend to show a higher level of teacher efficacy, level of professionalism and interaction of teachers and children compare to teachers who are under thirty. In categories, such as teacher efficacy and level of professionalism, accreditation experience caused significant difference. The group of teachers who had more than two times of accreditation experience show higher teacher efficacy than the group of teachers that had no experience, and the previous groups' level of professionalism was higher than the rest. Second, teacher efficacy has positive correlation in level of professional- ism and interaction of teachers and children. Level of professionalism of childcare teachers has positive correlation with interaction of teachers and children. Third, when examining the relative effect of socio-demographic variables, teacher efficacy and level of professionalism on interaction of teachers and children, mature teachers have more influence on verbal interaction of teachers and children; the teachers who have longer career have more influence on behavioral interaction of teachers and children. By and large, teachers who are older and have higher teacher efficacy and level of professionalism gain more influence on overall interaction of teachers and children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.6
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• pp.140-146
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• 2021

This study examined the effects of childcare teachers' job satisfaction and the professional learning environment on their turnover intention. The study sample consisted of 625 childcare teachers in the S, I, and G area of Korea. Childcare teachers completed a self-administered questionnaire, and the data were analyzed using a t-test, Pearson correlation, and multiple linear regression analysis. The main findings were as follows. First, the level of turnover intention was varied by the type of childcare facility. Childcare teachers working in national and public facilities had a lower turnover intention than the facilities of private and homes. Second, the childcare teacher's job satisfaction, professional learning environment, and turnover intention were closely correlated regardless of the type of childcare facility. Third, the childcare teacher's job satisfaction and professional learning environment were significant predictors of the turnover intention. Therefore, policymakers need to address these issues.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.116-130
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• 2020

The purpose of this study is to examine the effects of childcare teacher's professional recognition, learning agility, and positive psychological capital on job satisfaction in order to suggest policies that required for child care teacher's positive performance. For this purpose, an online survey was conducted with 283 in-service nursery teachers in Jeonnam and the results are as follows. First, teachers with more than five years of experience showed higher levels of professional recognition and positive psychological capital. Second, the job satisfaction of child care teachers was highly correlated in order of professional recognition, positive psychological capital, and learning agility. Third, the professional recognition and positive psychological capital of the childcare teachers have positive effects on their job satisfaction. Through this study, it was confirmed that the professional recognition, learning agility, and positive psychological capital of the childcare teachers were significant variables in explaining job satisfaction. Therefore, in order to increase job satisfaction in daycare centers, it is necessary to firmly recognize that they are professional workers by providing training courses and consulting supports. Furthermore, there is a need to allow teachers more autonomy and to reform the hierarchical system in day care places.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.47-56
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• 2019

Objective: The purpose of this study is to investigate the relations between the childcare teacher's intrapersonal intelligence and the childcare of infant's right respects, and examine the mediating effect of the childcare teacher's professionality in the relationship between them. Methods: For this study, questionnaires were distributed to 351 childcare teachers in the city of J. The collected date were analyzed by descriptive statistic, multiple regression and Cronbach's ${\alpha}$ for reliability by SPSS 24.0 program. Results: The results are as following. First, the childcare teacher's intrapersonal intelligence, the childcare of infant's right respects, professionality showed a significant positive relation. Second, the partial mediating effect of the professionality in the relationship between the childcare teacher's intrapersonal intelligence and the childcare of infant's right respects. It was confirmed that the interpersonal intelligence had a positive effect on the childcare of infant's right respects and the professionality a mediating variable. Conclusion/Implications: The results of this study suggest that a support plan is needed to boost childcare teacher's intrapersonal intelligence and the professionality with regards to the childcare of infant's right.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.43-60
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• 2011

The purpose of this study is to investigate the principals' and teachers' assessment about the assistance program for the evaluative accreditation of child care centers. Subjects were 138 teachers and principal who work in private(family) child care center in D and G city. An instrument to survey of this study was 'Assistance Program Evaluation Scale for the Evaluative Accreditation of Child Care Centers'(Nam, 2010) and 'Self-Assessment of Developmental Levels for Kindergarten Teacher'(Baek & Jo, 2004). Data were analyzed by paired t-test and ANOVA With SPSS 18.0 Version. The results of this study were as follows: First, there were significant differences in the both 'assistance system category' and 'assistance content category' between child care teacher group and principal group. Second, there were significant differences in the 'assistance content category' between the high group and the low group in expertise level. Third, significant differences were found to exist between a second-grade certificate level of child care teacher and a first-grade certificate level of child care teacher in terms of 'assistance domain'.