• Korean Journal of Childcare and Education
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• v.3 no.1
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• pp.57-70
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• 2007

The purpose of this study was to examine the effect of the integrative pre-parent education program on the college students' parenting knowledge and theirs parenting self-efficacy. The program was consisted of recognizing the motivation for parenthood, the apprehension of the parenting knowledge and skill according to the children's development, communication skill and using the support system. The subject were 254 college students. one hundred seventeen students participated in the program and one hundred thirty eight did not. Before the inaugurating program, the pretest was done, and for 12-weeks period, the program was proceeded. After the intervention, all the subjects were tested. The data were analyzed in SPSS Win 9.0 program by t-test and Cronbach's ${\alpha}$. As a result, the college students in the experimental group were higher in the parenting knowledge and their parenting self-efficacy than those in the control group.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8325-8335
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• 2015

This study is to explore degree of childcare teacher's teacher efficacy and the factors influencing of knowledge related to disease, self-esteem and job stress on teacher efficacy of those surveyed. A descriptive study was conducted with a survey of 257 childcare teacher in G city. The data were analyzed with t-test, ANOVA, Pearson's correlation coefficients and Hierarchial multiple regression using SPSS WIN/21.0 program. The mean score of the was teacher efficacy $78.70{\pm}8.28$. The teacher efficacy was had a positive correlation with self-esteem (r=.493 p<.001) and a negative correlation with job stress(r=-.247, p<.001). But the teacher efficacy was had a not correlation with knowledge related to disease. (r=.046, p=.257) The result of the hierarchial regression indicated that self-esteem, job stress and position explained 30.0% of variance in teacher efficacy. The result suggest that it is necessary to interventional strategies to promote teacher efficacy for childcare teacher in childcare centers to improve teacher efficacy.

• The Journal of the Korea Contents Association
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• v.13 no.12
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• pp.540-549
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• 2013

The purpose of this study was to examine the impact of the emotional intelligence of day-care teachers on their career commitment and organizational commitment in an attempt to provide some information on the development of the emotional intelligence of day-care teachers. Two hundred and three teachers in day-care centers in Gyeonggi-do Suwon-si participated in the study and descriptive, correlation, multiple regression analysis were conducted. The results are as follows: First, the emotional intelligence of day-care teachers had a statistically significant positive correlation to career commitment. In addition, among the sub-factors of emotional intelligence, motivating oneself and knowing one's emotion exerted a statistically significant positive influence on career commitment. Second, the emotional intelligence of day-care teachers had a statistically significant positive correlation to organizational commitment. In addition, among the sub-factors of emotional intelligence, motivating oneself exerted a statistically significant positive influence on career commitment.

• Journal of the Korea Convergence Society
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• v.9 no.6
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• pp.251-259
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• 2018

The purpose of this study is to investigate the moderating effect of burnout on the relationship between emotional labor and turnover intention of nursery teachers. For this study, 296 teachers in nursery centers were surveyed. The data were analyzed by moderated regression analysis using SPSS V22.0 program using mean centering method. The results of the study are as follows. First, expressive emotional labor affects turnover intention and internal emotional labor did not affect turnover intention. Second, the factors that have the greatest influence on turnover intention were identified as burnout. Third, the interaction effect between burnout and deep emotional labor showed a similar moderation effect on turnover intention. Based on these results, the policy and practical measures to alleviate the burnout of the nursery teachers were suggested, and the ways of managing turnover intention by utilizing the interaction effect of the teacher burnout and deep emotional labor were suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.427-433
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• 2021

This study examined the influence of child care teachers' playfulness on teacher-child interactions. The mediating influence of the teacher's efficacy on these relationships was also examined. The study subjects were 293 child care teachers in Busan and Gyeongnam. The collected data were analyzed with a structural equation model to verify the structures and paths among the variables overall. The results were as follows. First, teachers' playfulness directly affected the teacher-child interactions. Second, the teacher's efficacy had a direct effect on the teacher-child interactions. Third, teachers' playfulness not only influenced the teacher-child interactions directly but also influenced teacher-child interactions through the teacher's efficacy. The study concludes with a discussion of the implications of the influence of child care teachers' playfulness on teacher-child interactions mediated by the teacher's efficacy.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.213-236
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• 2014

This study is aimed at enhancing the prosocial behaviors and the positive peer play interaction of young children with developmental delays. Three children with developmental delays and three students without developmental delays who were 4-year-old students in an inclusive classroom were selected. Their homeroom teacher carried out the program with a small group of 6 children totaling 21 sessions over 3 months. The major results of this study were as follows: First, the result of both the observer and the parents' test after the program showed that the small group made positive changes on prosocial behaviors. In addition the frequency of target behaviors increased during the intervention. Second, the result of both the observer and the parents' test after the program showed that positive peer play interaction increased in the small group. Moreover the negative peer play interaction such as play disturbance and play isolation decreased. In conclusion, the thematic fantasy play program is useful for an inclusive classroom, and can be a concrete method to support inclusive education and childcare.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.159-182
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• 2011

The purpose of this study is to investigate the expertise about the field-university-government cooperation oriented supervision program for child-care center. The research contents for the purpose of this study were to investigate a distributions of the panel's responses on a draft and the adequacy of the items and the convergence of the panel members' responses. This study was conducted in three steps of the Delpi method with a panel consisting of 20 experts. On the first step, we collected opinion of the panel through open-ended questions on a field-university-government cooperation oriented supervision program for child-care center. On the second and third steps, we analyzed the distributions of the panel's responses to the questionnaire with a 4-point rating scales. Finally, we developed 77 items for 2 categories for the field-university-government cooperation oriented supervision program. The results of the analysis for the adequacy showed that most of the items were valid and reliable, and the responses of the panel groups are a high convergence level, except some items.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.23-46
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• 2013

The purpose of this study was to obtain basic information for novice teachers' adjustment. The data from five novice teachers were collected by in-depth interviews of each subject, as well as reviewing a memo diary, journal and class diary. The results indicated that the novice teachers' experiences were categorized into difficulties in social relationships, heavy workload, stress related to making mistakes, obtaining support and assistance, adequate understanding of their field of work and so on. The model theory for their process of adjustment was found by grounded theory approach. The causal conditions include mistakes in performance of work and immaturity of managing social relationships. The contexts include age of the children, work conditions(i.e. time and space), amount of workload, unfamiliarity of new work assignments, personalities of colleagues, and high frequency of meeting parents of children. The intervening conditions are composed of a guidance program for novice teachers, support from colleagues, work rewards, and the personalities of novice teachers. The novice teacher use three strategies: trying to ignore, sharing difficulties and accessing support from friends or family, as well as willful efforts to transfer negative emotions into positive ones. The consequences of the strategies include: successful career progression, survival, and desire for leaving the field of work.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.530-540
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• 2016

The objective of this study is to verify the effects among communication between child-caring teachers and parents, teacher's burn-out and efficacy. An object of the study was totally 165 child-caring teachers, and the questionnaires survey results were used for statistical analysis by using questionnaires for survey constructed by Likert 5 point scale as a measuring scale. Collected data was statistically analyzed with SPSS 18.0 and AMOS 18.0 statistical program, and the statistical significance was verified with a significant level of 5%. The main results were withdrawn as follows. First, the communication between child-caring teachers and parents has a negatively significant effect on the child-caring teacher's burn-out. Second, the child-caring teacher's burn-out has a negatively significant effect on child-caring teacher's efficacy. Third, the communication between child-caring teachers and parents has a positively significant effect on child-caring teacher's efficacy. Fourth, the child-caring teacher's burn-out has a significant mediation effect between the communication and the teacher's efficacy. These results implies the importance of the communication between child-caring teachers and parents in order to decrease teacher's burn-out which is negative factor for teacher's efficacy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.470-479
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• 2018

This is an empirical study aiming to analyze the relations between positive psychological capital, social support from the school director and fellow teachers, and happiness of childcare teachers in charge of young children with disabilities. In addition, we analyze the mediating effects of social support from the school director and fellow teachers on the relation between positive psychological capital and happiness. To achieve these aims, a survey was conducted targeting 205 childcare teachers in Gyeonggi province. Results of this study are as follows: First, there were significantly positive correlations between positive psychological capital, social support, and happiness. Furthermore, positive psychological capital and social support from the school director and fellow teachers had positive effects on the happiness of childcare teachers. Second, the social support from the school director and fellow teachers had partially mediating effects on the relation between positive psychological capital and happiness. This implies that positive psychological capital and social support from the school director and fellow teachers play essential roles in the enhancement of happiness of childcare teachers.