• Title/Summary/Keyword: 유아교사의 직무만족도

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The Effects of Early Childhood Teachers' Professionalism in Teaching and Job Satisfaction on Their Teaching Efficacy (유아교사의 교사전문성과 직무만족도가 교수효능감에 미치는 영향)

  • Her, Eun Ha;Kim, Sang Lim
    • Korean Journal of Child Education & Care
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    • v.19 no.1
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    • pp.145-157
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    • 2019
  • Objective: The purpose of the study was to investigate the effects of early childhood teachers' professionalism in teaching and job satisfaction on their teaching efficacy. The relationship between professionalism in teaching, job satisfaction, and teaching efficacy of early childhood teachers was also investigated. Methods: The subjects of the study were 761 early childhood teachers. The survey included the teaching efficacy measurement, the professionalism measurement, and job satisfaction measurement. The collected data were analysed using descriptive data analyses, Pearson correlation analyses, and multiple regression analyses utilizing SPSS 22.0 program. Results: There were statistically significant positive correlations between early childhood teachers' professionalism in teaching, job satisfaction, and teaching efficacy. In addition, statistically significant effects of early childhood teachers' professionalism in teaching and job satisfaction on their teaching efficacy were found. Conclusion/Implications: The results implicate the importance of supports for early childhood teachers' development in professionalism in teaching and job satisfaction that would enhance their teaching efficacy, resulting in high quality education for young children.

The Effects of Kindergarten Teachers' Job Satisfaction and their Life Satisfaction on Teacher-Children Interactions (유치원 교사의 직무만족도와 삶의 만족도가 교사-유아 상호작용에 미치는 영향)

  • Moon, Myung-Hwa
    • Journal of Convergence for Information Technology
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    • v.10 no.3
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    • pp.126-133
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    • 2020
  • The purpose of this study is to investigate the effects of job satisfaction and life satisfaction on teacher-children interactions in kindergarten teachers. The tests of Job satisfaction scale, Life Satisfaction scale, Teacher-Children Interactions scale were administered to 320 public and private kindergarten teachers located in Gyeonggi-do, Gangwon-do. The statistical method employed for data analysis was Pearson's correlation analysis and multiple regression analysis. The results of study were as follows. First, the higher factors of job satisfaction (the teaching consciousness, development, innovation, autonomy, fellowship, and reward), the higher the teacher-children interaction. The higher the workload, the lower the verbal interaction between teacher-children. Second, the higher the life satisfaction of kindergarten teachers, the higher the emotional, verbal, and behavioral interaction between teachers and children. Third, the relative influences of the predictors on the overall interaction between teacher and children are life satisfaction (β=.24), development (β=.22), and fellowship (β=.16) and the explained variance are 25%.

The Relationships among Kindergarten Teachers' Job Stress, Ego-Resilience and Life Satisfaction (유아교사의 직무스트레스, 자아탄력성, 삶의 만족도의 관계)

  • Moon, Myung-Hwa
    • Journal of Convergence for Information Technology
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    • v.10 no.4
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    • pp.81-88
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    • 2020
  • The purpose of this study is to investigate the effects of the job stress and ego-resilience of kindergarten teachers life satisfaction, and to explore ways to improve life satisfaction. 198 public and private kindergarten teachers and childcare center teachers in Gangwon-do were asked to respond by using job stress, ego-resilience, and life satisfaction questionnaires. Based on the collected data, Pearson's correlation coefficient analysis and hierarchical multiple regression analysis are as follows. First, the higher the job stress of the kindergarten teacher, the lower the life satisfaction, and the higher the ego-resilience, the higher the life satisfaction. In particular, the reward, a sub-variable of job stress, had a significant negative correlation with the kindergarten teacher's ego-resilience and life satisfaction. Second, the predictors of relationship resilience, energy, and reward significantly influenced the life satisfaction of kindergarten teachers, and the relationship resilience was relatively explanatory about life satisfaction. This study suggests that an educational plan to be explored to improve ego-resilience for kindergarten teacher's life satisfaction.

The Effects of Early Childhood Teachers' Happiness and Job Satisfaction on Their Psychological Burnout (유아교사의 행복감과 직무만족도가 심리적 소진에 미치는 영향)

  • Hwang, Seong Jin;Kim, Sang Lim
    • The Journal of the Convergence on Culture Technology
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    • v.6 no.2
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    • pp.305-312
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    • 2020
  • We aimed to investigate the effects of early childhood teachers' happiness and job satisfaction on their psychological burnout. The subjects were 238 early childhood teachers in Metropolitan area, South Korea. We measured subjects' happiness, job satisfaction, and psychological burnout using the questionnaire surveys. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and the analyses of multiple regression using SPSS 26.0. As results, early childhood teachers' happiness and job satisfaction showed the statistically significant negative correlation with psychological burnout. It was found that early childhood teachers' happiness and job satisfaction statistically significantly affected psychological burnout. The results implied that the negative effects of early childhood teachers' psychological burnouts would be reduced or prevented through practical effort to enhance their happiness and job satisfaction.

The Influence of Early Childhood Teachers' Achievement Goal Orientation and Organizational Citizenship Behavior on Job-Satisfaction (유아교사의 성취목표지향성과 조직시민행동이 직무만족도에 미치는 영향)

  • Lee, Jin Wha;Lim, Won Shin
    • Korean Journal of Childcare and Education
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    • v.10 no.5
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    • pp.159-174
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    • 2014
  • This current study sought to investigate effects of in-service teachers' achievement goal orientation, organizational citizenship behavior on job-satisfaction and to discuss the improvement of early childhood teachers' achievement goal orientation and organizational citizenship behavior. A total of 178 teachers participated in this study and completed questionnaires. To analyze the data, Pearson's correlation and hierarchical multiple-regression analysis were used. The results were as follows. Firstly, relatively correlation existed between teachers' achievement goal orientation and job satisfaction. Particularly, mastery-approach orientation, performance-approach orientation showed the relatively high correlation with job satisfaction and its sub-scales. Also, teachers' organizational citizenship behavior had relatively positive correlation with their job-satisfaction and its sub-scales. Secondly, teachers' achievement goal orientation and its sub-scale had 38% significant effects on their job-satisfaction. And teachers' organizational citizenship behavior appeared to have 8.6% influence on job-satisfaction. Based on the results, several ways were discussed to develop and improve teachers' achievement goal orientation and organizational citizenship behavior.

A Study on the Relationships between Job Satisfaction, Teacher Efficacy, and Job Stress of Early Childhood Teachers (유아교사의 직무만족도와 교사효능감 및 직무스트레스의 관계 연구)

  • Lee, Jung-Hyun;Ahn, Hyo-Jin
    • Korean Journal of Child Studies
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    • v.33 no.4
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    • pp.129-141
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    • 2012
  • The aim of this study is to examine the influence of job stress and teacher efficacy on early childhood teachers' job satisfaction levels. Data from 321 early childhood teachers working in kindergarten and child-care centers located in Incheon metropolitan city were collected. The data was analyzed by means of the SPSS 18.0 package. The results of this study were as follow; first, job stress was negatively correlated with job satisfaction. Job satisfaction levels were positively correlated with teacher efficacy. Secondly, job stress had a negative influence on job satisfaction levels. Teacher efficacy had a positive influence on job satisfaction levels. Thirdly, job stress had a directly negative influence on job satisfaction levels. It was also revealed that teacher efficacy had an indirect effect on the relationship between job stress and job satisfaction levels.

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.

The Effects of Teacher's Self-efficacy on Children's Sociality : The Serial Multiple Mediating Effects of Job-satisfaction and The Quality of Teacher-Child Interaction (유아교사의 교사효능감이 유아의 사회성에 미치는 영향 : 직무만족도와 교사-유아 상호작용 질의 순차적 매개효과)

  • Son, Heejin;Sung, Jihyun
    • Korean Journal of Child Studies
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    • v.35 no.2
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    • pp.191-209
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    • 2014
  • This study examined the effects of teacher's self-efficacy on children's sociality through the mediating effects of job-satisfaction and the quality of teacher-child interaction. The participants in this study consisted of 27 teachers working at child care centers and 71 children(4-5 years old) in their charge in Seoul and Gyeonggi-do province, Korea. Data were analyzed by means of a Hayes's PROCESS(2012) program to identify the serial multiple mediating effects and the relationships which exist among the various factors. The present study found that teacher's self-efficacy had significant indirect effects on children's sociality through job-satisfaction and the quality of teacher-child interaction. These results suggest that a higher level of teacher's self-efficacy leads to greater job-satisfaction and better quality of teacher-child interaction and this in turn has an influence on children's sociality.

The Effects of Child Care Teachers' Professionalism, Learning Agility and Positive Psychological Capital on Their Job Satisfaction (보육교사의 전문성 인식, 학습민첩성, 긍정심리자본이 직무만족도에 미치는 영향)

  • Choi, Jin-Sook;Ha, Jung-Youn;Kim, Dae-Myung;Kang, Jiyeon
    • 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.

The Influence of Organizational Culture in Preschool Institutes and Management Styles on Job Satisfaction among Teachers (유아교육기관의 조직풍토와 원장의 지도성유형이 교사의 직무만족도에 미치는 영향)

  • Oh, Mee-Hyeong
    • Journal of Families and Better Life
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    • v.26 no.5
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    • pp.225-239
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    • 2008
  • The purpose of this study was to investigate the influence of the organizational culture atpreschool institutes and management styles on job satisfaction levels among teachers. For this study, 256 teachers responded to questionnaires dealing with the following topics: the organization culture and the management styles of administrators at schools they work in and job satisfaction. The results were as follows: First, there was a significant positive correlation between organizational culture and job satisfaction. Second, there was a significant positive correlation between several sub-factors of job satisfaction and management styles. Third, in multiple regression analysis of variables, innovativeness in the organizational culturehad the most significant influence on job satisfaction. Also sub-factors of organizational culture and management styles of administrators that influenced teachers'job satisfaction ratings included collegiality, supervisory support, physical settings, reward systemsand task-centered management styles.