• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.7
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• pp.2971-2982
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• 2012

This study aimed at analyzing teachers' perception of democratic civic education. A total of 200 childcare teachers participated in the survey, and frequency analysis and cross-tabulation analysis were performed to analyze the survey data. According to the results of the study, first, the childcare teachers were significantly different in the teachers' factors on necessity and difficulty of democratic civic education. The childcare teachers perceived the necessity of democratic civic education, and attributed the cause of the difficulties in democratic civic education to parents' attitudes. Second, there weren't significant differences in the teacher's factors on the content and methods of democratic civic education. Therefore, in this study, it is emphasized that democratic civic education is related to young children's homes and communities, and reorganization of democratic civic education programs based on development of young children is suggested.

• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.15-28
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• 2021

Objective: The purpose of this study was to examine the mediating effect of teacher emotional intelligence in the relationship between job environments and teacher efficacy. Methods: Participants of this study were 205 child care teachers from U-city. Correlation analysis between variables was conducted with the collected data, and regression analysis was conducted to verify the mediating effect of emotional intelligence in the relationship between the job environment of daycare centers and teacher efficacy. Results: First, there was a positive correlation between job environments, teacher efficacy, and teacher emotional intelligence. Second, job environments and teacher emotional intelligence had a significant direct effect on teacher efficacy and teacher emotional intelligence also had a significant indirect effect between job environments and teacher efficacy. Conclusion/Implications: The way to improve the quality of child care is to improve the quality of teachers. Among the teacher's competencies, it is very important to increase teacher efficacy. Teacher efficacy plays a very important role in the quality of childcare and the healthy development of toddlers and children. In order to increase teacher efficacy, policy support for the job environment and training support to increase teacher efficacy are considered necessary.

• Journal of Families and Better Life
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• v.29 no.2
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• pp.1-12
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• 2011

The purpose of this study was to validate the standardization of the "Korean Childcare Teacher's Job Satisfaction Scale"(K-CTJSS) that the validity and reliability was evaluated by pretest in 2009. K-CTJSS is composed by 40 items with 6 factors and is responded by 6 point Likert scale. Participants consisted of 1,276 childcare teachers in Korea except Gangwon-do and Jeju-do by purposive sampling. Results were as follows: First, exploratory factor analysis resulted in 40 items composed of 6 factors (director's childcare center management system, social recognition, working environment and welfare, workload and time management, relationship with co-workers, relationship with parents). Second, the confirmatory factor analysis supported a 6 factor structure by resulting over appropriate level of goodness of fit. Third, inter-corelation coefficients among 6 factors were significant level(r = .10~.70). Fourth, the reli ability level of 6 factors by Cronbach's ${\alpha}$ were high(.84~.95.). Finally, concurrent validity levels with Childhood Job Satisfaction Survey(Jorde-Bloom, 1989) and the Satisfaction with Life Scale(Diener et al., 1985) were r = .07~.84 and .19~.46, respectively.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.387-398
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• 2016

The purpose of this research is to examine childcare teacher's cognition of human right awareness for handicapped children and consciousness of social integration. The subjects were 209 kindergarten teachers in G city. The collected data were analyzed by descriptive statistics, correlation, and regression analysis with SPSS ver. 14.0. The results are as follows: Among the childcare teacher's awareness about children with disabilities human right, awareness of right to survive, right to be protected, right to participate, and right to development had direct effects on their consciousness of social integration. Among the social supports influenced by childcare teacher's awareness of human right, informational support and material support had both direct and indirect effects on their consciousness of social integration. Therefore, as childcare teachers' awareness of human right is an important factor for their consciousness of social integration, a systemic human right education for human right awareness should be provided, the necessity of establishing various social support system should be recognized to foster the social environment of respecting young children's human right, and human right awareness should be practiced into action in daily life, in order to help childcare teachers to develop as the main agents of children's human right.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.9
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• pp.331-337
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• 2020

study analyzed the relationship between ChildCare Teachers' Office Stress on Happiness with Teacher Effectiveness. A survey was conducted on 243 childcare teachers in J area. The collected data was analyzed using the JAMOVI program to analyze the mediated effects and technical statistics. Results found that office stress, teacher efficacy, and sense of happiness of childcare teachers were found to meet the normality assumption. Second, the analysis of the relationship between office stress, teacher efficacy, and happiness showed a statistically significant negative correlation between administrative stress and teacher efficacy and happiness and teacher efficacy showed a significant positive correlation. Higher office stress led to less teacher effectiveness and happiness, and higher happiness led to higher teacher effectiveness. Third, office stress is a significant predictor of happiness and teacher's efficacy. In conclusion, office stress should be considered important in terms of happiness and teacher effectiveness and the direction of improvement in the treatment of child care teachers was suggested.

• Korean Journal of Childcare and Education
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• v.18 no.6
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• pp.75-99
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• 2022

Objective: This study aims to explore ways to empirically analyze and manage childcare teachers' job stress based on their relationship with stress-related physiological indicators measured by a fitness tracker. Methods: The study participants were 27 childcare teachers in Gyeonggi-do and wore Garmin's wearable fitness tracker Vivosmart 4 for 15 days for three months. The collected information was analyzed for mean, SD, ANOVA, and correlation using JAMOVI 2.00. Results: First, among the daily changes of physiological indicators measured by a fitness tracker, the data collected on Mondays were significant. On Mondays, the stress index was high, the duration of the rest period was short, and the sleep time was short. The stress of childcare teachers showed a significant negative relationship with the body battery which was calculated by considering the duration of the rest period, heart rate variability, stress, and activity level. Also, the duration of deep sleep was positively correlated with a low degree of stress. There was a significant relationship between the childcare teachers' psychological indicators and the biomarkers measured by fitness trackers. Conclusion/Implications: Stress research using a fitness tracker is big data, and in-depth analysis is possible. Fitness trackers can collect and utilize repeated measurement data for each individual childcare teacher.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.5-28
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• 2014

South Korea has strengthened the eligibility criteria for childcare teachers while amending the Infant Care Act in January 2005 in order to improve the quality of childcare services. Since then, there was a change in the legal basis related to childcare staff such as introduction of national certification of childcare center directors, name change, strengthened qualification standards for directors and teachers, training system maintenance and repair, strengthened credit standards of teachers' care related qualification courses, and maintenance provisions of continuing education nursery teacher qualifications. And that is because childcare staff are closely related to the quality of childcare, and a very important variable who has direct influence on infants. This study, through literature research and analysis, describes the status and development direction of childcare staff. This study covers three main aspects. First, the relevant historical flow was reviewed and the concepts of the role, expertise, and legal status of childcare staff were investigated. Second, staff training institutions, emissions certification, employment, and the status of treatment were investigated. Third, development direction for the training system, eligibility criteria, continuing education and its training system, and treatment improvement were proposed.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.97-115
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• 2013

The present study examined the relationships between work related flow (i.e., absorption, work enjoyment, and intrinsic work motivation) and role conflict causes (i.e., teacher's belief, teaching and interaction with young children, comradeship, relationships with parents, workload, supervision, and social awareness of the job). A canonical correlation analysis was performed on the data from a sample of 154 childcare teachers. The results are as follows (1) there was a reciprocal-causal relationship between teachers' role conflict causes and their work-related flow; (2) canonical function 1 showed that absorption and work enjoyment are strongly associated to a teacher's belief and supervision of conflict causes; and (3) canonical function 2 showed that intrinsic motivation has a relatively strong relationship with workload and supervision of conflict causes. It can be concluded that it is important for childcare teachers to have sufficient job resources to promote their flow at work. Further research is needed for investigation of teacher's flow at various conditions of work.

• Journal of Convergence for Information Technology
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• v.11 no.12
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• pp.127-137
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• 2021

The purpose of this study was to suggest the justification for social recognition of childcare staff through a review of Axel Honneth's recognition theory of childcare staff's caring work, the Constitution, the Infant Care Act, and the National Human Rights Commission Act. As a result of the study, first, the poor working environment of childcare staff was confirmed. Despite the continuous intervention of childcare policies to improve the working environment of childcare teachers, poor working conditions such as annual/monthly vacation and rest time guarantee were confirmed. Second, the human rights violations of childcare staff were confirmed. The installation of CCTV installed to prevent child abuse in childcare institutions confirmed not only the human rights violations of childcare staff but also the psychological pressure of childcare staff who are monitored 24 hours a day. Third, this study has significance in that it suggests the justification for social recognition of childcare staff through revision and supplementation of the current law for appropriate performance evaluation of childcare.

• Korean Journal of Human Ecology
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• v.15 no.1
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• pp.45-53
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• 2006

The goal of this study is to examine the relationship between efficacy belief and role performance of childcare teachers, and also to utilize the results as the basic data for teacher education. The subjects were 205 teachers at 48 childcare centers located in Jeonlabuk-do area. The instruments employed included efficacy belief, teachers' role performance, experiences, and age. The data were analyzed by t-test, Pearson correlation, and Regression Analysis. The results of this study are as follows: First, the role of child carer was the vest performance through childcare teachers' role. Second, the role of instructor, counselor, researcher, and others was significantly different among the types of childcare institution. Third, the social position of ability and personal teaching efficacy belief were correlated positively with teachers' experience. The activeness, the social position of ability, general teaching efficacy belief, personal teaching efficacy belief, and the role of child carer, instructor, counselor, researcher, and others were correlated positively with teachers' age. Fourth, the role of child carer, instructor, counselor, researcher, and others was correlated positively with the activeness and the social position of ability, whereas it was correlated negatively with failure anxiety. Lastly, the activeness was the most powerful variable influencing teachers' role performance.