• Korean Journal of Human Ecology
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• v.7 no.1
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• pp.101-111
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• 2004

The purpose of this study is to compare overall educational belief and teacher's job satisfaction of day-care teachers. The subject of this were 112 day-care teachers in the Jeonbuk areas. The data were collected using Questionaries and analyzed by the statistical methods of frequencies, percentages, a Chi-square, ANOVA with SPSS pc program: The research Questions were as follows; 1. As the result of the investigation that what is the educational belief of the day-care theacher according to the marital status, academic background, the type of license, and the type of day-care centers\ulcorner 2. Is there any difference in teacher's job satisfaction of day-care teachers according to teachers education belief\ulcorner The main results of this study were as follows: 1. There was not difference in the teacher's educational belief of day-care teachers according to the marital status, academic background, the type of license, and the type of day-care centers in the Jeonbuk province. 2. Day-care teachers who have maturationism education belief was more than behaviorism education belief and interactionism education belief. 3. In the difference between teacher's belief of day-care teachers and job satisfaction of day-care teachers, the teacher who has interactionism, maturationism educationa belief has higher job satisfaction than the teacher who has behaviorism educational belief.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.117-130
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• 2004

The purpose of this study was to investigate the association between educational beliefs and teaching efficacy of early childhood teachers. The subjects were 291 early childhood teachers in Gwangju City and Jeonnam Province. The research showed that teachers' educational beliefs were significantly associated with teaching efficacy for the teachers who have more than five-year-teaching career. In addition, teachers who had maturational educational belief showed higher scores in general teaching efficacy throughout all educational level. Moreover, teachers who had maturational educational belief and interactional educational belief showed higher teaching efficacy scores in public and private kindergartens and private childcare centers.

• The Korean Journal of Community Living Science
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• v.28 no.1
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• pp.115-130
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• 2017

This study was conducted to examine the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness. The sample included 308 early childhood education major students, and the data were collected using the Modified Orientation to Teach Survey (MOTS), Teaching-belief type scale, and self-directed learning readiness scale. A statistical analysis included correlation analysis and stepwise multiple regression analysis. The results were as follows: 1) analysis of the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness conveys that intellectual stimulation and self-directed learning had the strongest relationships while nature of work had the weakest. For educational belief and self-directed learning readiness, maturationism and interactionism showed significantly positive correlations while behaviorism displayed a negative correlation. Behaviorism had a significantly negative correlation with openness for challenge, a sub-factor of self-directed learning. 2) Analysis of the effect of pre-service early childhood teacher's motivations of choosing a teaching profession and educational belief on self-directed learning readiness indicates that pre-service early childhood teacher's motivations of choosing a teaching profession had a stronger effect on self-directed learning. These results suggest the following: successful performance as an early childhood teacher not only requires receiving institutionalized education but also self-directed learning while working as an early childhood teacher.

• Asian Pacific Journal of Cancer Prevention
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• v.16 no.16
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• pp.6981-6986
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• 2015

Background: Breast cancer is the most common cancer in women. One way to decrease the burden of this cancer is early detection through mammography. This study compared the effectiveness of two different educational methods for teachers' uptake of mammography based on the Health Belief Model. Materials and Methods: The current study was a randomised trial of 120 teachers over 40 years old in two groups receiving multimedia or group education, both based on the Health Belief Model. Participants completed questionnaires before, immediately and three months after educational intervention. Mammography was evaluated before and after educational intervention. Results: The participants in the two groups were demographically similar. Comparison showed no difference noted in the scores of knowledge, perceived barriers, susceptibility, and severity constructs between two groups (p > 0.05). Health motivation and benefit were perceived to be higher in the group education compared to the multimedia group. There was a significant difference in mammography between two groups after the intervention (p= 0.003). Conclusions: Planning and implementation of educational program based on the Health Belief Model can raise knowledge and increase participation in mammography especially with group education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.107-114
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• 2019

The objective of this study was to understand factors of occupational ethics affecting occupational value and educational belief of preservice childcare teachers. In order to achieve this objective, a questionnaire survey was conducted targeting a total of 270 preservice childcare teachers in A city. Study results found that preservice childcare teachers highly perceived the ethics in young children and family out of the occupational ethics, the intrinsic value out of the occupational value, and the maturism and interactionism out of the educational belief. Second, the occupational ethics, occupational value, and educational belief of preservice childcare teachers showed statistically significant correlations. Third, the occupational ethics of preservice childcare teachers had positive effects on the occupational value and educational beliefs. Based on these results, it is necessary to conduct diverse research studies for the formation of clear and appropriate occupational values and positive educational beliefs, so that childcare providers could perceive the importance of occupational ethics and provide high-quality childcare services.

• Korean Journal of Child Studies
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• v.27 no.4
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• pp.147-163
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• 2006

The purpose of this study was to investigate whether there are any differences among kindergarten teachers', primary school teachers', and children's mothers's perceptions-belief, knowledge, practice-about the educational articulation between kindergarten and primary school. The results of this study were as follows; First, there were differences among kindergarten teachers, primary school teachers, and mothers about the belief of articulation content. Second, in the knowledge of educational articulation, kindergarten teachers's understandings of the counterpart's curriculum were higher than that of primary school teachers's. Third, in the practice of educational articulation, kindergarten teachers and mothers were focused language and mathematics learning for educational articulation. But primary school teachers were focused school adjustment.

• International Journal of Advanced Culture Technology
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• v.12 no.3
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• pp.441-448
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• 2024

The purpose of the study was to examine the effects of pre-service early childhood teachers' pedagogical content knowledge in mathematics and constructivist educational belief on mathematics teaching efficacy. The subjects were 187 pre-service early childhood teachers who enrolled in universities majoring early childhood education. We used self-reporting survey questionnaires to measure the major variables and utilized the SPSS 28.0 Program to analyze the collected data. Cronbach's alphas were calculated and the descriptive statistical analysis were conducted. To investigate the research questions, Pearson's correlation analysis and multiple regression analysis were done. As results, the higher the levels of pre-service early childhood teachers' pedagogical content knowledge in mathematics and constructivist educational beliefs, the higher their mathematics teaching efficacy. In addition, both pedagogical content knowledge in mathematics and constructivist educational belief were validated as the predictors of increased mathematics teaching efficacy of pre-service early childhood teachers.

• Journal of the Korean Society of School Health
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• v.18 no.1
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• pp.37-46
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• 2005

Purpose: Our research team developed two types of hepatitis B prevention materials: video tape and leaflet. We showed them to two groups of subjects separately, and the effect of education was compared to find out a more effective educational material for preventing hepatitis B. Method: Students at a middle school and a high school, one class for each school year, participated in the five areas of this study. They were educated for hepatitis management using the video tape and the leaflet. Before and after the education, they were tested for knowledge on hepatitis and health belief to analyze the effect of education. Results: 1) The video tape was more effective than the leaflet in delivering hepatitis knowledge and enhancing sensitivity & severity in health belief. 2) Hepatitis knowledge was improved significantly after the education. 3) Sensitivity & severity in health belief was improved significantly after the education. 4) Benefit in health belief was improved significantly after the education. 5) Barrier in health belief decreased significantly after the education. 6) There was a correlation between hepatitis knowledge, sensitivity & severity in health belief and benefit in health belief. Conclusion: We suggest that for preventing hepatitis B it would be helpful to educate students in middle school and high school face to face with educational materials.

• Korean Journal of Occupational Health Nursing
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• v.22 no.3
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• pp.198-207
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• 2013

Purpose: The purpose of this study was to describe hospital nurses' knowledge and beliefs about hand hygiene and to identify the relationships between knowledge and beliefs. Methods: Data were collected from 232 nurses working in four university hospitals and were analyzed using SPSS/WIN 20.0 program. Results: The mean score of knowledge of hand hygiene was 8.1. The mean scores of behavioral, normative, and control belief about hand hygiene were 2.3, 2.5, and -0.7, respectively. Knowledge was correlated with educational level (p=.013) and experience of hand hygiene campaign (p=.018). The behavioral belief was correlated with age (p<.001) and career (p=.002). The normative belief was correlated with work department (p=.007). The control belief was correlated with educational level (p=.043) and experience of being monitored on hand hygiene (p=.010). The subjects who believed that head nurses, charge nurses, and colleagues practiced better hand hygiene had higher behavioral and normative belief scores than those who did not. There were no significant relationships between knowledge and beliefs. Conclusion: There is a need to improve knowledge of hand hygiene in hospital nurses. This study provides information for developing strategies to strengthen beliefs about hand hygiene.

• Korean Journal of Adult Nursing
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• v.19 no.1
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• pp.109-120
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• 2007

Purpose: This study was conducted to investigate factors related to middle-aged women's health beliefs and their intention to practice health behaviors for preventing and improving hypertension. Methods: The participants were 319 middle-aged(40-59 years) women who lived G city. Data was collected from January to February, 2005. Personal interviews were performed. The data was analyzed using t-test, ANOVA, Scheffe's multiple comparison test and hierarchial multiple regression analysis. Results: Perceived susceptibility of health belief was high in those who had higher educational level, disease history and health education experience, significantly(p<0.05). Perceived seriousness was high in those who had higher educational level, middle economic status and health education experience, significantly(p<0.05). Perceived benefits was high in those who had higher educational level and perceived barriers was low in those who had disease history and hypertension, significantly(p<0.05). The subject's intention to practice health behaviors was significantly high in those who were younger, who had higher educational level and menopausal status(p<0.05). In hierarchial multiple regression analysis, the subject's intention was related to perceived seriousness, perceived benefit and educational level, significantly(p<0.05). Conclusion: It is necessary to develope the education programs which can increase the subject's health belief and intention to practice health behaviors towards hypertension in middle-aged women.