• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.325-352
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• 2011

The purpose of this study is to examine the relationships between teacher's efficacy and job stress and the effects of educare center teacher's teaching efficacy on job stress. The subjects of this study were 200 teachers at the public, private, or home child-care centers in Pyeongtaek, Songtan and Osan. To analyze the general characteristics of subjects, frequency analysis and descriptives, ANOVA and correlation analysis, and multiple regression were used. The results of this study were as follows: First, educare center teacher's teaching efficacy level was a little higher than the average. The mean score of general belief of teaching efficacy was a little higher than the personal belief of teaching efficacy. Second, educare center teacher's job stress level show to be lower than average. Job related stress is the highest. Next is, the child related stress, personal related stress. Third, teaching efficacy significantly influenced on the job stress. The result indicated the higher educare center teacher's belief of efficacy was, the lower the job stress was. While general teaching efficacy was not associated with teaching efficacy, personal teaching efficacy was significantly related to teaching efficacy. The result of analyzing the effects of educare center teacher's teaching efficacy on job stress showed personal teaching efficacy had a strong influence on job stress. In detail, there was a significant negative correlation between personal teaching efficacy and job stress. Among the general factors such as the level of education, monthly income, work hours had significant influence on job stress. Therefore, the higher the level of education, the less monthly income, the longer work hours, it appeared that educare center teacher's job stress is higher.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.45-58
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• 2005

The purpose of this study was to find out teacher's variables that made difference between teacher's efficacy for early childhood care and education and general self-efficacy, and to explore variables influencing in teacher's efficacy for early childhood care and education. In this study, 212 inservice teachers in edu-care centers completed and analyzed. Efficacy for Child Care and Teaching(ECCT) and general self-efficacy scale. Age, status in working place, years of experience, and participation in decision-making of working place were found as important variables in teacher's efficacy for child care and education, and general self-efficacy. And status and participation in decision-making of working place were found as important variables in explaining teacher's efficacy for child care and education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.389-396
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• 2016

This article aims to help improve day care qualitatively to offer base data for applying the standard childcare curriculum and improve the management, by analyzing the teacher's recognition, organization and management on the 3rd standard childcare curriculum. For this, we examined teacher's recognition, organization and management on the 3rd standard childcare curriculum and determined how much a teacher of an infant class and a teacher of a young children class conduct for every sector. A questionnaire was prepared to study the recognition, organization and management on the $3^{rd}$ standard childcare curriculum and the selected study subjects were educare teachers in G-do. T-test and one-way analysis of variance were conducted with the collected research data. The study results are as follows. First, the educare teachers mostly recognized the $3^{rd}$ standard childcare curriculum. Second, they were properly organizing and managing the 3rd standard childcare curriculum. Third, all the teachers of an infant class and a young children class were conducting the $3^{rd}$ standard childcare curriculum for every sector.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.41-55
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• 2009

This study explored the meaning of beginning teachers' first-year experience in an eco child educare center. Participants were 4 teachers at survival stages of teacher development; they had had the same preservice experience. Data were collected by semi-structured in-depth interviews, participant observation, researcher's field notes, and document collection. Five themes emerged as first year teachers' struggles and strategies for survival : (1) caring for children's daily lives vs. responsibility for formal education, (2) planned lessons vs. ease in teaching, (3) agreement or disagreement on philosophy of running the education program, (4) paradox of teacher empowerment, (5) overcoming struggle through voluntary peer supervision. These results indicated that beginning teacher' experiences at the survival stage varied by contextual and personal factors.

• Korean Journal of Childcare and Education
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• v.15 no.3
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• pp.83-113
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• 2019

Objective: This study aimed to develop and apply the home connection program for promoting the mathematical interaction of parents of 3-year-olds. Methods: We surveyed questionnaires for 36 parents and interviewed 3 parents of 3-year-olds for the development of the program. Twenty-one 3-year-olds were selected as participants in the program. Quantitative data from a checklist for parent's mathematical interaction were analyzed using repeated measures ANOVA. Qualitative data from self-evaluation of teachers and parents were categorized and analyzed in terms of meaning. Results: Based on the home connection program, the session were provided in the following order [educare center activities ${\rightarrow}$ home-linked activities ${\rightarrow}$ home+educare integrated activities] and in each session, the three-step course [sharing of thinking ${\rightarrow}$ gathering of thinking ${\rightarrow}$ broadening of thinking] was applied. Implementation of this program led to promoting parental mathematical interaction. Conclusion/Implications: This study will lead to follow-up studies that reveal positive effects of our program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.223-234
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• 2015

The purpose of this study is to have a new understanding of a research related with adjustment of infants and toddlers of what has gone before to child care center and find the progressive direction of study related with it in the future, as examining research trends related with adjustment of infants and toddlers to child care center in the country. For this, this article selected 126 research papers related with adjustment of infants and toddlers that were published from 1996 to 2013. The results of study are as follows: First, there were the highest numbers of study from 2009 to 2013, as the result of analysis by date of research. Second, there are accomplished the most researches targeting infants and toddlers, parents and educare teachers. Third, there were the highest numbers of study related with a influence factor on adjustment of infants and toddlers to child care center, as the result of analysis depending on subjects of research. Fourth, the quantitative researches were mainly conducted for examining a correlation with the factors related with adjustment of infants and toddlers to child care center, as the result of analysis depending on the method of study.

• Korean Journal of Human Ecology
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• v.12 no.5
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• pp.595-604
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• 2003

This study was designed to investigate the difference in the autonomous supervision and role performance according to the socio-demographic factors of the teachers. Also, the relation of the autonomous supervision and the role performance was examined. This research was conducted using the questionnaire to 394 teachers of national, public, and private kindergarten in Chung-buk province. Data were analyzed with the SPSSWIN program by the frequency, percentage, t-test, ANOVA, Scheffe post-hoc test and Pearson's correlation analysis. The results were summarized as follows: First, levels of autonomous supervision of kindergarten teachers were high in general and there were significant differences according to the institution, age, scholastic ability, and the career. The accomplishment in the public kindergarten was higher than that in the private one. Moreover, the higher the teacher's age, career, and scholastic ability, the higher the accomplishment. Second, levels of role performance of the kindergarten teachers were excellent, but the levels of role performance were higher in the public kindergarten than in the private one because the public teachers who did not transfer much had more chances of continuous education and higher responsibility. The role performance of teachers was found to be relatively higher in the kindergarten in countries than in cities because there were more public kindergartens than private ones in countries. Third, there were significant correlations between the lower factors of autonomous supervision and the role performance of the kindergarten teachers. Because the various types of the autonomous supervision can help the teacher's role performance, various types of the autonomous supervision which fit the developmental stages of the teachers will be desirable.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.129-145
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• 2018

The main subjects of this study is to study the qualification and in-service education policies of the child care center staff and to suggest a desirable direction of policy. The main subjects of this study are child care staff policies and related laws. The results of this study shows that the philosophy, developmental psychology and some social backgrounds are the stantards required when designating the child care curriculum and essential subjects for attaining class 2 childcare teacher certificates. This study arises the needs of adjustment of the fields of the childcare curriculum contents, change between mandatory and elective subjects, and renewal of the subject title. The standards for competency in provision of childcare services of National Competency Standard(NCS) has to be considered in the adjustment process. The integrated teacher's certificate for teachers training system is needed in the reserve integration process. The systematization of the data and operating system is needed to manage the target of education efficiently, in order to develop childcare center staff's strengthening ability and professionalism. For in-service education, the diversification of the main body of operation, a periodical monitoring of the content, administrative and financial support are needed. Voluntary participation of in-service education, and the childcare center staffs professional development policy making supported by the government and parents is needed.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.85-97
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• 2019

Objective: The purpose of this study was to find out any differences in teacher efficacy according to the perception and practices of the peers' supervision in day care centers, and to improve the effectiveness of teachers and the quality educare. Methods: The subjects were 301 teachers at daycare centers in Gyeonggi Province who are working at public, private, workplace and home daycare centers. The instruments used were questionnaire concerning the perceptions and practices of peers' supervision in day care centers, and the teacher efficacy instrument. Results: The differences in teacher efficacy according to the perception of peers' supervision were significant, depending on the level of perception, willingness to participate, need and satisfaction, and sub-area of the main view. And, the differences in teacher efficacy according to the practices of peers' supervision were significant, depending on the numbers received, gave and implementated, the implementators, and the type of peers' supervision. Conclusion/Implications: This can be a clear benefit for stimulating peer's supervision. This study can greatly benefit the quality of day care service and improve teacher's professionalism.