• Title, Summary, Keyword: 보육효능감

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Effect of Pre-service Child Care Teacher's Child Care Teacher Aptitude on The Teaching Professionalism Recognition, Efficacy of Child Care and Multicultural Teaching Efficacy (예비보육교사의 보육교사적성이 교사전문성인식과 보육효능감 및 다문화교수효능감에 미치는 영향)

  • Bae, Moon-Jo;Park, Se-Jeong
    • 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.

The Relationship between Child-Care Teachers' Job Stress and Belief of Teaching Efficacy (영아보육교사의 교수효능감과 직무스트레스에 관한 연구)

  • Kang, Yi Seul;Kim, Min Kyeong
    • Korean Journal of Childcare and Education
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    • v.7 no.4
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    • pp.325-352
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    • 2011
  • The purpose of this study is to examine the relationships between teacher's efficacy and job stress and the effects of educare center teacher's teaching efficacy on job stress. The subjects of this study were 200 teachers at the public, private, or home child-care centers in Pyeongtaek, Songtan and Osan. To analyze the general characteristics of subjects, frequency analysis and descriptives, ANOVA and correlation analysis, and multiple regression were used. The results of this study were as follows: First, educare center teacher's teaching efficacy level was a little higher than the average. The mean score of general belief of teaching efficacy was a little higher than the personal belief of teaching efficacy. Second, educare center teacher's job stress level show to be lower than average. Job related stress is the highest. Next is, the child related stress, personal related stress. Third, teaching efficacy significantly influenced on the job stress. The result indicated the higher educare center teacher's belief of efficacy was, the lower the job stress was. While general teaching efficacy was not associated with teaching efficacy, personal teaching efficacy was significantly related to teaching efficacy. The result of analyzing the effects of educare center teacher's teaching efficacy on job stress showed personal teaching efficacy had a strong influence on job stress. In detail, there was a significant negative correlation between personal teaching efficacy and job stress. Among the general factors such as the level of education, monthly income, work hours had significant influence on job stress. Therefore, the higher the level of education, the less monthly income, the longer work hours, it appeared that educare center teacher's job stress is higher.

The effect of Child Care-Work Ability Program on Efficacy of Child Care, Role Performance, and Sensitivity of Infant Teachers (보육직무능력 프로그램이 영아교사의 보육효능감, 보육교사역할수행, 교사민감성에 미치는 효과)

  • Kim, Hyoun Ji;Han, Seong Min;Jeon, Kyung Ah
    • Korean Journal of Childcare and Education
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    • v.6 no.2
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    • pp.39-56
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    • 2010
  • The purposes of this research are to examine the effect of child care-work ability program; improve efficacy of child care, infant teacher's role performance, and infant teachers' sensitivity about demanding of infants by doing education of improving efficacy of child care, role performance and infant teachers' sensitivity at the nursery center. The subjects of this research are 44 child-care teachers from Jungup city. They are divided into 22 teachers in experiment group and 22 teachers in control group. And teachers answered questionnaires as either pre-test or post-test for evaluating efficacy of child care, and teacher's role performance, and teachers' sensitivity. There are the results of this research. Efficacy of child care, infant teacher's role performance and sensitivity of experimental group members who participated in child care-work ability program significantly increased comparing to its control group members. Finally, we could prove the effect of program which was carried out to child care teachers on improving efficacy of child care, infant teacher's role performance and sensitivity.

The Relationship between Self-Concept and Teacher Efficacy of Nursing Teachers (보육교사의 자아개념과 교사효능감 간의 관계)

  • Hwang, Min-Hee;Lew, Kyoung-Hoon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.7
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    • pp.316-324
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    • 2017
  • The purpose of this study is to identify the relationship between the self-concept of nursing teachers and teacher efficacy and to determine differences in the level of self-concept of nursing teachers. The research results were as follows. Firstly, the relationship between the self-concept of nursing teachers and teachers efficacy showed that there was a positive correlation between self-concept and general/individual teacher efficacy. Secondly, the observation results on the variations of the teacher efficacy depending on the level of the self-concept of nursing teachers noted the positive correlations and general-, individual teacher efficacy. Self-concept showed a higher correlation with individual teacher efficacy than general teacher efficacy. In summary, the research confirmed the definite correlation between the self-concept of teachers and teacher efficacy.

The Relationship between Teachers' Efficacy Belief and Interactions of Teachers and Children (보육교사의 교사효능감과 교사-유아 상호작용과의 관계)

  • Kim, Hyoun Ji;Na, Dong Jin
    • Korean Journal of Childcare and Education
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    • v.2 no.2
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    • pp.111-128
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    • 2006
  • The goal of this study was to examine the relationship between teachers' efficacy belief and interactions between teachers and children of childcare teachers, and utilize the results as the basic data to educate of teachers. The subjects were 205 teachers at 48 childcare centers located in the Jeonlabukdo area. The results of this study are as follows: First, personal teaching efficacy and factors of interactions between teachers and children were significantly different by the types of childcare institution. Second, personal teaching efficacy was correlated positively with teachers' experiences. General teaching efficacy, personal teaching efficacy and factors of interactions between teachers and children were correlated positively with teachers' age. Third, factors of interactions between teachers and children were correlated positively with personal teaching efficacy. Lastly, personal teaching efficacy was the most powerful variable influencing interactions between teachers and children.

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Childcare Teachers Educational Beliefs and Self-efficacy according to Psychological Preferences of the MBTI Test (MBTI 성격유형검사의 선호경향에 따른 보육교사의 교사신념과 자기효능감)

  • Kim, Hyo Eun;Lee, So Eun
    • Korean Journal of Childcare and Education
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    • v.12 no.1
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    • pp.171-185
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    • 2016
  • The purpose of this study is to investigate the pervasive MBTI psychological preferences of childcare teachers and to examine the effects of MBTI psychological preferences and teachers' educational beliefs on childcare teachers'self-efficacy. The participants of this study were 141 childcare teachers. An independent samples t-test, Pearson's productive correlation, and step-wise multiple regression were employed to analyze the data. The results are as follows: First, Depending on the MBTI psychological preferences trends in childcare teachers, there were differences in self-efficacy. Second, personality type Sensing(S) was positively correlated with preference for easy tasks. Personality type Thinking(T) was negatively correlated with behavioral education belief, and was positively correlated with interactional education belief, self-regulated efficacy and total score of self-efficacy. Personality type Judging(J) was positively correlated with interactional/maturational education belief and self-regulated efficacy. Third, interactional education belief and MBTI psychological preferences of childcare teachers had asignificant influence on self-efficacy.

Influencing Factors of Self-esteem and job stress on Teacher Efficacy for Childcare Teacher (보육교사의 자아존중감, 직무스트레스가 교사효능감에 미치는 영향)

  • Byun, Eun Kyung;Chang, Koung Oh
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.6
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    • pp.3982-3990
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    • 2015
  • The purpose of this study is to explore degree of childcare teacher's teacher efficacy and the factors influencing of self-esteem and job stress on teacher efficacy of those surveyed. A total of 280 childcare teacher in G do were surveyed. All of this data is analyzed by using t-test, ANOVA, Pearson's correlation coefficients, multiple regression analysis with SPSS WIN/18.0. Teacher Efficacy according to general characteristics of those surveyed revealed significant difference in age, work experience, position, class age, and child parenting experience. Regression analysis showed 11.7% of variance in childcare teacher's teacher efficacy can by experience of dating with self-esteem and job stress. The fallow-up survey about various factors influencing childcare teacher's teacher efficacy is needed and teacher efficacy increasing mediation way are required.

The Interaction Effects on Job Turnover and Occupational Turnover of Child Care Teachers by Child Care Efficacy and Burnout (보육교사의 이직의도 및 전직의도에 미치는 보육효능감과 소진의 상호작용효과)

  • Yang, Yeon Suk
    • Korean Journal of Childcare and Education
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    • v.7 no.4
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    • pp.205-221
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    • 2011
  • This study purposed to examine the interaction effects of child care teachers' child care efficacy and burnout on their job turnover intention and occupational turnover intention. For this purpose, we conducted a questionnaire survey with 251 child care teachers. The results of this study are summarized as follows. First, child care teachers' occupational turnover intention was stronger than their job turnover intention. Second, job turnover intention to another child care facility was affected by burnout, but occupational turnover intention to another job was affected by high burnout, low child care efficacy, and interaction between the two factors. With regard to the interaction effects, child care teachers with high burnout were found to control their occupational turnover intention through child care efficacy. Accordingly, in order to prevent child care teachers' job turnover and occupational turnover, it is necessary to develop strategies to reduce their burnout experienced in child care activities and enhance their child care efficacy.

The Effects of Childcare Teaching Teacher Efficacy and Psychological Burnout on The Practice of Childcare Respecting Rights for Infants (보육교사의 교사효능감과 심리적 소진이 영유아 권리존중보육 실행에 미치는 영향)

  • Ko, Young Yun;Shin, Hyun Jung
    • Korean Journal of Child Education & Care
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    • v.18 no.4
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    • pp.27-38
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    • 2018
  • Objective: The purpose of this study is to investigate the effects of childcare teachers' teacher efficacy, psychological burnout and the practice of respecting rights for infants. Methods: For this study, questionnaires were distributed to 398 childcare teachers in the cities of I and S. The collected data were analyzed by descriptive statistic, multiple regression and Cronbach's ${\alpha}$ for reliability by SPSS-WIN computer program. Results: The results yielded some interesting results. First, childcare teachers were shown to have higher respecting rights for infants but just average teacher efficacy rates. Secondly, the study showed a positive correlation between the practice of respecting rights for infants and childcare teachers' teacher efficacy. However, there was a negative correlation between the practice of respecting rights for infants and psychological burnout. There was also a negative correlation between the practice of respecting rights for infants and childcare teachers' teacher efficacy. Third, the higher the childcare teachers' teacher efficacy of childcare teachers, the more positive influences existed in the practice of respecting rights for infants. It also showed that the lower the degree of psychological burnout, there was a negative impact on the practice of respecting rights for infants. Conclusion/Implications: The results of this study suggest that a support plan is needed to boost childcare teachers' teacher efficacy, and to lower the psychological burnout of childcare teachers with regards to the practice of respecting rights for infants.

Parenting Stress with her Infant and Social Support and Parenting Efficacy of Mother who commit their infants to child-care facilities (보육시설 영아반에 자녀를 보내는 어머니의 양육 스트레스 및 사회적 지지와 양육 효능감)

  • Ryu, Ki Ja;Kim, Young Joo;Song, Yeon Sook
    • Korean Journal of Childcare and Education
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    • v.5 no.1
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    • pp.1-23
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    • 2009
  • The purpose of this study was to investigate mother's parenting stress with her infant and social support and parenting efficacy. The object of the study were 234 mothers who commit their infant to 10 child-care facilities in U metropolitan city. The method of research was questionnaire method. Followings are the summary of it ; The mother's parenting efficacy was generally high. Regression analysis was carried out to investigate the relative influence of the factors related to the mother's parenting efficacy. The variables that influence the mother's parenting efficacy were the social support, the parenting stress, the mother's age, the mother's academic background, income and the order of birth etc.

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