• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.223-228
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• 2023

This study examines the relationship between teacher-perceived teaching efficacy and happiness and teacher-infant interaction, and analyzes the effect of teaching efficacy and happiness on teacher-infant interaction. The purpose was to reveal that it was an important variable in the quality of action. Frequency analysis and descriptive statistics analysis were conducted for the Korean Children's Panel 7th year (2014) data, and Pearson's moment-moment correlation coefficient was calculated for correlation analysis between variables. Multiple regression analysis was conducted to examine the influence of teachers' teaching efficacy and happiness on teacher-infant and infant-infant interactions. The research results were as follows. First, teachers' teaching efficacy, teacher happiness, teacher-infant, and infant-infant interactions were all found to have significant positive correlations. Second, teachers' teaching efficacy was found to have a significant effect on teacher-infant and infant-infant interactions, and the influence increased when teacher's happiness was added. Therefore, we need to come up with a plan to increase teachers' teaching efficacy and teacher happiness at the same time so that the quality of teacher-infant and infant-infant interactions can be meaningfully improved.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.117-127
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• 2019

Objective: The purpose of this study was a teacher efficacy scale for pre-service teacher and to examine the reliability and validity of the scale. Methods: Participants for this study were 428 pre-service teachers from G region. the data were analyzed using correlation, Cronbach's ${\alpha}$, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Results: The pre-service teacher efficacy scale was consisted of 3 factors, 'efficacy for instructional strategies', 'efficacy for student engagement' and 'efficacy for classroom management' with 12 items. Cronbach's ${\alpha}$ was ranged from .72 to .82. The confirmatory factor analysis revealed that CMIN/DF = 1.59, RMSEA = .05, SRMR = .05, TLI = .96, CFI = .97. Conclusion/Implications: In conclusion, all these results show that the pre-service teacher efficacy scale is quite a reliability and validity.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.341-346
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• 2019

This study analyzed the relationship between the personality factors in pre-service early childhood teachers and teacher efficacy. To carry out the research, this experiment subjected 228 pre-service early childhood teachers in G city. The collected data were descriptive methods, Pearson correlation analysis and multiple regression using the SPSS 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the personality factors and teacher efficacy. Second, the personality factors was an important factor for predicting the teacher efficacy of pre-service early childhood teachers. Also, the explanation power of personality factors for teacher efficacy of pre-service early childhood teachers was 25%, extroversion is one of the most personality factors of infant pre-serve early childhood teacher. Therefore, according to this research, a preserves early childhood teacher training program for improvement of extraversion in personality factors is strongly desired.

• 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.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.165-176
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• 2019

Objective: The purpose of this study is to develop a measure of the Early Childhood Teacher's Guidance Efficacy Scale based on guidance and teacher-efficacy theory. Methods: This subjects were 243 teachers in Seoul and Gyeonggi-do. Results: An exploratory factor analysis was conducted on the data collected of 4 factors, namely, guidance efficacy for problem behavior, children understanding, home-connected, basic life habits. In addition, there are significant positive correlations between the sub-area score and the overall in the early childhood teacher's guidance efficacy scale(r = .26 ~ .72, p < .001). Internal consistency and split-half reliability of each sub scale were reasonably accept. Conclusion/Implications: 'The guidance efficacy scale for early childhood teachers' developed in this study is an appropriate tool. Therefore, the developed scale can become a useful tool to measure the overall guidance efficacy level of early childhood teachers.

• The Journal of the Convergence on Culture Technology
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• v.6 no.2
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• pp.429-436
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• 2020

The purpose of the study was to investigate the effects of early childhood teachers' teaching efficacy and teaching flow on their teacher-child interactions. The subjects were 386 early childhood teachers in Metropolitan area, South Korea. Subjects' teaching efficacy, teaching flow, and teacher-child interactions were measured using the self-reporting questionnaires. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and the analyses of multiple regression using SPSS 21.0. As results, early childhood teachers' teaching efficacy and teaching flow had significantly positive correlations with their teacher-child interactions. In addition, teaching efficacy and teaching flow had significantly positive effect on their teacher-child interactions.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.293-302
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• 2018

This study examined early childhood pre-service teachers' anger-expression, ego-resilience, and teaching efficacy; the relationship among those three variables; and lastly, found out the relative influence of 'anger-expression' and 'ego-resilience' on their 'teaching efficacy'. 312 pre-service teachers, majoring in early childhood education at universities, participated in this study, and data were collected by survey questionnaires using research instruments of each of those three variables. The finding of this study showed that the early childhood pre-service teachers, scored high on the anger-expression, were scored low on ego-resilience and teaching efficacy; and those pre-service teachers, scored high on the ego-resilience, were scored high on their teaching efficacy. It was also found that the sub-factors' in 'anger-expression' and 'ego-resilience' affected the early childhood pre-service teachers' teaching efficacy.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.289-303
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• 2015

The aim of this study was to examine the short-term longitudinal effect of creativity-fostering programs for pre-early childhood teachers on their problem solving ability and self-efficacy. The participants of this study were 67 pre-early childhood teachers (36 from the experimental group and 31 from the control group) in Seoul, Kyunggi-do, and Chungcheong-do, Korea. Pre-early childhood teachers' problem solving ability and self-efficacy was measured three times. Data were analyzed with a $2{\times}3$ ($group{\times}test$) two-way analysis of variance for repeated measures. The change in problem solving and self-efficacy appeared to be dependent on the group and test. Further statistical analysis of the data indicated that the participation of creativity-fostering programs for pre-early childhood teachers was longitudinally effective on their problem solving ability and self-efficacy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.10
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• pp.4902-4909
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• 2013

The purpose of this study was to investigate the influence of early childhood teachers' emotional regulation style and teacher efficacy to their burnout. The data was collected by questionnaires method from 157 early childhood teachers in Gyeongsangbuk-do and Ulsan city. The instruments were Scale for Emotional Regulation Styles, Teachers' Sense of Efficacy, and Early Childhood Teachers Burnout Scale. The results of the study were as follows: Early childhood teachers' emotional regulation style and teacher efficacy meaningfully influenced to their burn out. This means early childhood teachers who had higher avoidant/distract regulation style showed higher their burnout and who had higher personal teacher efficacy showed lower their burnout. This research offers further study the influence variables to burnout and find out the effective method of emotional regulation and to enhance teacher efficacy.

• 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.