• Journal of the Korean Home Economics Association
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• v.46 no.8
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• pp.73-84
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• 2008

The aim of this study was to identify perception discrepancies related to organizational effectiveness in childcare center. To achieve this, managers and teachers were treated as two different subjects. Statistical analysis showed that perception influences differed between managers and teachers. Managers were affected by organizational characteristics and director of the organization. On the other hand, teachers were affected by organizational characteristics and the manager of the child-care center. It was established that the different view points of managers and teachers led to a situation where a manager perceived organizational effectiveness in a more holistic and positive light compared to teachers. It is our assertion that in order to run a child-care center efficiently, it is very important to fortify the ability and authority of managers.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.163-184
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• 2012

The purpose of the study was to carry out research on the work-related stress of child care teachers in employer-supported child care centers. Four-experienced child care teachers were designated for this research, and then data were collected through narrative research. In this study, work-related stress of child care teachers in employer-supported child care centers was found to be of the following types, "laborious oneself caused by the prolonged working environment", "fears about non-permanent employment status", and "a huge mountain named parents work". Research findings were discussed in term of the implication of understanding teacher' work-related stress.

• Journal of the East Asian Society of Dietary Life
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• v.16 no.5
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• pp.523-532
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• 2006

This study evaluated the evaluate nutrient knowledge of child care teachers and assessed the nutritional level of snacks served in 18 child care centers in Tean-Gun. The survey sample was 18 child care teachers working in 18 child care centers of Tean-Gun. The questionnaire requested information about demographic factors, nutritional knowledge, management status of snacks, and the kinds and serving size of snacks served for 1 week. Data were analyzed using SPSS for windows(version 12.0) and nutritional values were assessed using Can-pro 2.0. The mean score of teachers' nutritional knowledge was 22 out of 30 points. The scores were low in the questions regarding the ease with which Ca and re deficiencies can be developed in infants. The contents of most nutrients supplied from the snacks exceeded 15% of RI(Recommended Intake) but there were significant differences in the contents of energy (p<0.05), protein (p<0.05), fat (p<0.05), carbohydrate (p<0.05) and calcium (p<0.001) between the child care centers. Especially, the difference of calcium between the child care centers was 344.84 mg. These results indicate that a program of relevant nutritional education focusing on snacks needs to be developed for child care teachers, with a special recognition on correct calcium level.

• Child Health Nursing Research
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• v.17 no.2
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• pp.74-83
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• 2011

Purpose: The purpose of this study was to develop a child health care protocol for teachers in child day care centers. Methods: The ADDIE model with 10 Kid Keys was applied to develop this child health care protocol. All contents were developed through content validity test by 7 professionals and need assessment and evaluation by child day care center teachers. Results: This protocol consisted of 10 keys, as follows: "Health Examination/Growth & Development", "Practice of Health Life", "Management of Communicable Disease", "Negligent Accident", "Coping with Emergency and Transference", "Child Abuse", "Nutrition/Obesity", "Quality Assurance of Staff", "Parent Education", "Guidance & Supervision of Child Day Care Centers". The contents contained goals, objectives, teaching content, suggested activities for children, writing forms related to each subject, and self-evaluation sheet. Conclusion: This protocol can be practical and effective for child health care in child day care centers and it is hoped that it will be utilized in more child day care centers.

• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.75-89
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• 2019

Objective: The purpose of this study was to examine the relationship between ego-resilience, job stress, and turnover intention of child care teachers. Methods: The collected data was analyzed using descriptive statistics, Pearson's correlation, and structural equation models using SPSS 23 and AMOS 22. The effects of a child care teacher's resilience on turnover intention as a result of job stress was indirectly evaluated by bootstrapping. Results: First, all sub-factors of a child care teacher's resilience were negatively correlated with job stress and turnover intention. Job stress was positively correlated with turnover intention. Second, job stress levels of child care teachers showed a full mediating role in the relationship between resilience and turnover intention. Conclusion/Implications: High job stress levels of child care teachers had a negative effect on the daycare field, with significant effects of job stress on resilience and turnover intention.

• Research in Community and Public Health Nursing
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• v.22 no.2
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• pp.87-99
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• 2011

Purpose: The purpose of this study was to contribute children's health care and health promotion by surveying the use of visiting nurses in child day care centers. Methods: This study is a descriptive study, and the study period covers July to September, 2010. The research subjects were 27 public health center managers, 166 visiting nurses and 137child care teachers. Results: Teachers' need of visiting health care services and visiting nurses' work performance of were statistically significantly different. The teachers' need of visiting health care was higher in all areas (health examination, health life practice, infectious disease control, safety accidents and disaster management, emergency measures and linkage, nutrition, parent education) but the visiting nurses had a low level of work performance. Conclusion: Child care teachers are not health professionals for child health care, and therefore they are in need of professional help. Thus, for the current public health centers in need of customized visit health care, new visiting nurses in charge of professional child health care need to be developed. Also, new models need to be developed for visiting nurses and child care teachers through the connection of community child health care.

• International Journal of Advanced Culture Technology
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• v.12 no.2
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• pp.258-269
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• 2024

This study aims to examine the effects of child care teachers' job stress and personality on child abuse protective behaviors, which consist of perception and reporting intention of child abuse, and to verify the moderating effect of past child abuse experience. A survey was conducted on 246 child care teachers nationwide, and the collected data were analyzed through regression analysis and t-test. The results showed that job stress had a negative effect and personality had a positive effect on child abuse protective behaviors. In addition, there was a significant difference in the influence of job stress and personality on protective behaviors according to the presence or absence of past child abuse experience. Based on these results, practical implications for preventing child abuse by child care teachers were discussed.

• The Korean Journal of Community Living Science
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• v.28 no.2
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• pp.257-271
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• 2017

The purpose of this study was to suggest basic data for prevention of child abuse by examining the patterns and characteristics of child abuse observed at child-care centers. Data was collected by pre-service early childhood teachers majoring in child studies in an education practice session from May 1 to May 31, 2015 based on examined information and class discussion. This study shows that emotional abuse was performed most often, followed by neglect and physical abuse. Physical abuse was observed as a form of punishment and beating, whereas emotional abuse was observed in the form of force, sarcastic remarks, verbal attacks, and disregard. Neglect was observed as exclusion and indifference. Most crucial prevention against child abuse lies in teachers' personality education and concerns with their own mental health as well as children's rights education.

• Korean Journal of Childcare and Education
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• v.8 no.4
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• pp.77-96
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• 2012

This study investigated into the practice levels of child-care directors, child-care teachers, and the cooking staffs in terms of practicing eco-friendly rules regarding meals and snacks provided to the children. It also sought out to see which determinants makes differences between these three groups, if there are in fact any meaningful differences between these three groups. In order to achieve the aforementioned purpose, this study selected 200 child-care institutions located in Seoul and Kyung-ki Province and surveyed a total of 583 members of these child-care institutions including 118 child-care directors, 363 child-care teachers and 102 workers in the cooking staffs. The collected data were analyzed with SPSS 12.0 program. The summary of this survey is as follows: First, regarding the provision of eco-friendly meals and snacks for the children, the practice levels got lower in the order of cooking staffs, child-care directors and child-care teachers. Second, it was shown that the child-care teachers' practice level of providing eco-friendly environment to feed eco-friendly meals and snacks to the children is relevant to the type, number of teachers, position and their educational backgrounds. However, it is shown that the experience of the child-care teacher is not relevant to the practice level.

• The Korean Journal of Community Living Science
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• v.20 no.3
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• pp.343-355
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• 2009

The purpose of this study was to examine the efficacy of child care and the education and the influence of job-stress on job-satisfaction of child care and education teachers. 172 child care and education teachers were chosen from 40 child care centers located in Incheon, Gyeonggido, and Seoul. Data were collected using the efficacy of child care and education index, the job-stress instrument, and the job-satisfaction instrument, and were analyzed using t-test, one-way ANOVA(Duncan test), correlation analysis and multiple regression analysis. There were significant differences in child care and education teacher's job-satisfaction according to the teacher-related variables, including the type of institution, the number of classes, the age of children, the education, the teaching experience, the income, the age of teacher, and the marital status of the teacher. Correlation analysis indicated that the teacher's efficacy of child care and education and the job-satisfaction had significant correlations, especially the satisfaction of job itself indicated high positive correlations. Job-stress and job-satisfaction of the child care and education teachers had significant negative correlations in all sub-variables, especially the stress from the working environment and the satisfaction of administration system indicated high negative correlations. It was also found that stress from the working environment, stress from the overload, stress from the peer relations, and the efficacy of child care and education were all significant predictors of the child care and education teacher's job-satisfaction.