• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.167-185
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• 2011

The purpose of this study was to investigate the relationship of teachers' surface acting in emotional labor, emotional support from supervisor, colleagues and parents, and teachers' burnout in kindergartens and childcare centers. The subjects were 208 teachers worked in kindergartens or childcare centers in Daegu and Gyeongbuk Province. The data were analyzed by mean of hierarchial regression, using SPSS Win 15.0. The results of this study are as follows. (1) Teachers' surface acting in emotional labor was positively associated with teachers' burnout. (2) Emotional support from supervisor, colleagues and parents was negatively associated with teachers' burnout. (3) There were interactional effects between teachers' surface acting in emotional labor and supervisors' emotional support to teachers' burnout. (4) There were interactional effects between teachers' surface acting in emotional labor and parents' emotional support to teachers' burnout.

• Korean Journal of Culture and Social Issue
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• v.21 no.2
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• pp.227-252
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• 2015

This study was intended to examine child abuse experience, response to child abuse, perception of the cause of child abuse, and need for counseling to prevent and eliminate child abuse among 514 day care center teachers across the country. First, 17.9% (92) of the teachers had experience of witnessing child abuse at day care centers. After such witness, the teachers mostly "paid attention to abused children and provided them with warm treatment" when they were abused by other teachers and "took no actions" when they were abused by directors of the day care centers. The biggest reason of not taking any actions was: they "had no authority to intervene in child care of other teachers" in case of child abuse by other teachers and "were afraid of responsibilities or roles that could be placed on them after reporting" in case of child abuse by day care center directors. Second, the biggest reason of child abuse by teachers was job stress followed by excessive work and mental health of teachers. Third, necessary actions when child abuse cases were found and confirmed were suspension of involved teachers and psychological evaluation for involved children and parents. Fourth, 88.9% (457) of the teachers responded that they would use an organization specialized in child abuse if such organization was built and that the organization would help them to decide on whether to report child abuse and prevention of and intervention in child abuse. They also said that such organization should be installed in the Counseling Center in the Comprehensive Child Care Support Center. Fifth, 95.3% (490) of the teachers answered professional counselors specialized in development and counseling of infants and toddlers were needed to address child abuse at day care centers. They demanded that such counselors should be able to administer psychological evaluation for young children and assess child abuse cases. Qualification of the counselors was at least college graduates who majored in psychology and child care, three to five years of experience in the field, and appropriate certificates or licenses. Finally, the teachers said that training and professional counseling about child abuse were required to prevent and eliminate child abuse at day care centers. Implications and follow-up studies were provided and suggested based on these findings.

• Fire Science and Engineering
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• v.33 no.3
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• pp.143-153
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• 2019

The aim of this study was to reduce the number of negligent accidents by improving the fire safety consciousness of infant and child teachers working in a day care center. For this purpose, 242 early childhood teachers working in the national nursery school in Daejeon and Chungcheongnam-do were surveyed. For the survey, the questionnaire consisted of job satisfaction, teacher's efficacy, and fire safety consciousness. The survey data were analyzed using the SPSS 20.0 win program. The factor of job satisfaction and teacher's efficacy had a significant positive influence on the fire safety consciousness of the early childhood teachers (<.05). The teacher's efficacy was found to mediate the relationship between the job satisfaction and fire safety consciousness. In conclusion, this study suggests that teacher's fire safety consciousness is high when the teacher's job satisfaction and efficacy are high. This study is expected to contribute to basic research to increase the teachers' consciousness of fire safety.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.77-97
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• 2012

This study aims to analyze the recognition and demands of church school kindergarten teachers enrolled in a kindergarten teacher training program. 278 kindergarten teachers in the Seoul and Gyeonggido area were chosen as the research objects and questionnaires were distributed to and recollected from them. The questions cover 3 areas: the recognition, necessity and contents of the training program for kindergarten teachers. The data from the collected questioners were processed to bring in frequency and percentage by question and an X2 test was employed to see whether there was a difference among background variables. In addition, mean and standard deviation were used for the questions regarding the program contents. The results showed that the teachers had a deep interest in and awareness of the necessity of the program. Among the demographic variables, they turned out statistically different by academic career, education-related career and major. Second, the list of the demands they made for the training contents for kindergarten teachers showed that they wanted, in the order of importance; educating parents, understanding young children, handling techniques of troubled children, effective communication skills with young children, and understanding their traits and teaching methods by trait and spiritual training of teachers.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.423-429
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• 2022

This study is a study on the perceptions of pre-primary early childhood teachers on teaching and learning methods for infants and toddlers in the early childhood teacher training process. This is a mixed study using word cloud analysis and qualitative case analysis on the subject, focusing on literature research and understanding of pre-primary early childhood teachers' 'teaching and learning methods for infants and toddlers'. The purpose of this study was to find out the meaning of a early childhood teacher through thoughts on teaching and learning methods for infants, difficulties, points to be learned, teaching competency to be good as a teacher, and experiences for teaching professionalism. Through the results of this study, it is expected to find a way to increase their sense of efficacy on teaching and learning methods when conducting classes for young children in the future, and to provide basic data for improving the quality of early childhood education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.332-339
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• 2017

The purpose of the present study was to verify the relationship between the nursing teachers' perception of infant rights and infant care service. The scale for infant rights consisted of 40 items based on the U.N. convention on the rights of the child and infant care service was measured with 40 items regarding respect of daily life, respect of autonomy, respect of opinion, respect of individualism, and provision of information. The study participants were 489 nursing teachers working at child care centers. According to the nursing teachers' perception of infant rights, the right of survival was highest, followed by the right of protection, the right of development, and the right of participation. The main study results showed that the rights of development and participation were meaningful in predicting various infant care services, but the right of survival was not. This study implies that the difference of nursing teachers' perception on the various types of different infant rights can affect various infant care services.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.542-552
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• 2022

The importance of the child-care teacher's job has recently been greatly emphasized due to changes in the transitional social environment, but the performance conditions are poor, requiring management of various job factors. For the purpose of providing information for practical application and institutional support related to child-care teachers, this study selected Flourish, Care that Respects the Rights of Child, and Job Crafting to verify the functional impact relationship and effectiveness. Since there are no domestic studies on child-care teachers using these variables, hierarchical regression analysis was performed on 223 child-care teachers to obtain initial information. As a result of the analysis, only the average difference between groups was found in terms of Flourish according to age and Negative Job Demand Reduction according to working hours. And it was found that the Enhancement of Social Job Resources had a moderating effect. Therefore, it is necessary to prepare a new job management strategy based on the information provided by this study and to develop a highly effective reinforcement program for each factor.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.295-317
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• 2014

This study is intended to improve parental capacity from the viewpoint of children's happiness. It extracts a core parental capacity for children's happiness from the international index such as OECD well-being, UNICEF Children's welfare, International survey of children's well-being, and Korean children's key index. Based on the extracted core parental capacity, this study developed a self-checklist aiming to perceive parents' capacity status and suggest a political plan in order to improve parents' capacity for children's happiness. The self-checklist has a total of 66 questions and is composed of 7 domains; Child development, Health and Safety, Family relation, Physical and material environment, Play, Guidance in life, and Community engagement. The results from the survey are as follows. The domains of Development of children as well as Health & Safety are reported as the highest value at 4.1 point; on the contrary, those of Guidance in life and Community engagement are reported as the lowest value at 3.8 point. In terms of age, it was reported that the capacity of parents under 35 years-old was better than that of parents over 35 years of age. As for family income, it was revealed that the order of parents' capacity generally depends on the family income.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.173-190
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• 2015

This study aims to identify the difference in teacher commitment at workplace child-care centers and understand the relationship between teacher commitment and teacher efficacy. To achieve this, the data were collected from 176 teachers who were working at workplace child-care centers in Gyeonggi province, One-way analysis of variance (ANOVA), Scheff$\acute{e}$ test, and Pearson's correlation analysis were performed. According to the results, it was found that there is a high positive correlation between teacher commitment and teacher efficacy. The teacher commitment appears high and especially the teacher commitment to infants and toddlers appears the highest at the workplace child-care centers. It was also found that there is a significant difference in teacher efficacy depending on academic ability and work experience of teachers, age of infants and toddlers, and total number of teachers in the centers. This study is significant in that it provides the basic data for drawing up the measures to support the teacher commitment as one of the internal characteristics of the teachers working at the workplace child-care centers. Further studies need to explore the relationship between teacher commitment and teacher efficacy depending on the type of kindergarten or day care center.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.4
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• pp.647-654
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• 2018

This study examines the literature regarding teacher-child interaction in the classroom, aiming to find ways to support child-care teachers in improving the quality of teacher-child interaction. The study selected studies exploring teacher-education programs that aim to support child-care teachers in interacting with their children in the classroom in a quality manner. The selected studies were analyzed, by focusing on how the study proposes ways to support child-care teachers in interacting with their children in a quality manner. The results of previous studies are as follows: 1) the literature tends to focus on teachers' language interaction with their children in the classroom; 2) the literature tends to apply a variety of observation tools (or coding schemes) to measure teacher-child interaction in child-care settings; 3) the literature prefers individualized approaches such as mentoring or consulting as ways of supporting child-care teachers in interacting with their children in a quality manner; and 4) the literature aims in general to improve teachers' self-reflection skills.