• 한국보육지원학회지
• /
• 제14권5호
• /
• pp.137-152
• /
• 2018

Objective: The purpose of this study is to examine the effect of the childcare environment on childcare efficacy of childcare teachers. Methods: The participants in the study were 274 childcare teachers working at childcare centers. The childcare environment was divided into physical environment and the work support environment. Results: The results of this study are as follows. First, there was a significant difference in childcare efficacy depending on the age and career of the childcare teacher. Second, the childcare environment of the childcare center showed a static correlation with the childcare efficacy of the childcare teacher in both the physical environment and the work support environment. Third, the physical environment of the day care center had an affect on child care efficacy. Among the subfactors, furniture for routine care, play and learning had a significant impact. Fourth, the work support environment of the childcare center had an affect on childcare efficacy of the childcare teacher. Among the subfactors, staff interaction and cooperation, and opportunities for professional growth had a significant impact. Conclusion/Implications: In order to enhance childcare efficacy of childcare teachers, a high quality childcare environment should be established.

• 한국보육지원학회지
• /
• 제8권6호
• /
• pp.241-256
• /
• 2012

본 연구는 어린이집 전문성지원환경과 보육교사의 이직의도 및 전직의도의 관계에서 보육 효능감의 매개효과를 검증하고자 하였다. 연구의 목적을 달성하기 위해, 보육교사 237명을 대상으로 설문조사를 실시하였다. 그에 따른 연구결과는 다음과 같다. 첫째, 어린이집이 보육교사의 전문성을 지원할수록 보육교사의 보육효능감이 높고, 이직 및 전직의도가 낮았다. 둘째, 보육교사의 이직의도는 교사 및 원장과의 관계, 교사의 자율성과 의사결정이 낮을수록 높았다. 전직의도는 교사와 유아에 대한 기대가 낮을수록 높았다. 셋째, 전문성지원 환경과 전직의도와의 관계에서 보육효능감의 매개효과가 나타났다. 근무하는 어린이집의 전문성지원환경이 열악하다고 인식하는 보육교사는 낮은 보육효능감을 갖게 되며, 이는 다른 직업으로의 전직의도를 높이는 것으로 나타났다.

• 한국심리학회지 : 문화 및 사회문제
• /
• 제24권2호
• /
• pp.153-192
• /
• 2018

이 연구의 주된 목적은 중년 성인 원가족의 부모자녀관계가 성인의 자기효능감, 자녀양육과 노부모부양 및 행복에 미치는 영향을 분석하는데 있다. 분석대상은 초, 중, 고, 대학생 자녀를 둔 성인 2,632명(남 1,275명, 여 1,357명)이었으며, 평균 연령은 45.44세(남 46.96세, 여 44.10세)였다. 분석 결과, 원가족의 부모자녀관계는 성인의 자기효능감과 자녀양육에 직접적인 영향이 있었고, 행복에 대해 간접적인 영향이 있었다. 즉 원가족의 부모자녀관계를 긍정적으로 지각할수록 자기효능감이 높고, 자녀양육에 헌신적이었으며, 높아진 자기효능감은 행복감을 증진하였다. 원가족의 부모자녀관계가 노부모부양에 미치는 영향은 성별로 차이가 있었다. 남자는 원가족의 부모자녀관계를 긍정적으로 지각할수록 노부모부양에 적극적이었으나, 여자는 직접적인 영향이 없었다. 이러한 결과에 토대하여 원가족의 부모자녀관계가 중년 성인의 심리특성 및 가족관계에 미치는 영향에 대해 논의하였다.

• 한국생활과학회지
• /
• 제12권5호
• /
• pp.687-697
• /
• 2003

This study was conducted to investigate the antecedents of teachers' science teaching efficacy in day-care setting. Also, this study aimed to identify relationships between day-care teachers' personal science teaching efficacy and their perspectives on early childhood science education. The subjects were 176 day-care teachers in rural area of ChoongCheongNam-Do. The survey method was used to collect data from the day-care teacher. The instrument were Rigg & Enochs(1990)'s Science Teaching Efficacy Belief and Kim(l998)'s scales for the Goa1s in Early Childhood Science Education. Main results were as follows: 1. Day-care teachers' personal science teaching efficacy were significantly related with the personal variables such as teachers' education, in-service science workshops, science book reading, science-related hobby but not with teachers' age, pre-service science credits and total years of teaching experience. 2. Among the environmental variables, science activity areas were significantly associated with day-care teachers' personal science teaching efficacy. However, location of day-care center, age of children, number of children, teacher-child ratio, facilities for science education and scheduled time for science education did not affect it. 3. Day-care teachers of high content- and process-oriented goals in early childhood science education were highly efficacious teacher, while the teachers of low content- and process-oriented perspectives gained the lowest score. However, the content-oriented teachers and the process-oriented teachers did not differ in terms of day-care teachers' personal science teaching efficacy.

• Human Ecology Research
• /
• 제53권5호
• /
• pp.557-566
• /
• 2015

This study investigated the effects of multi-culture acceptability and multi-culture teaching efficacy on young child-teacher relationships. The teachers' attitude towards multi-culture education was included in the analysis as a mediator between multi-culture acceptability and multi-culture teaching efficacy. Participants were 295 teachers and 295 young children between 3 and 5 years in childcare centers located in Seoul, Incheon, Ulsan, Gyeonggi, and North Gyeongsang Province. Teachers completed questionnaires regarding multi-culture acceptability, multi-culture teaching efficacy, and attitude towards multi-culture education. Collected data were analyzed by descriptive statistics, Pearson's correlation, Structural Equation Model, and Sobel test with SPSS ver. 18.0 and AMOS ver. 21.0. The results were as follows. First, the subscale of multi-culture acceptability and multi-culture teaching efficacy generally showed a positive correlation with closeness and conflict in the subscale of young child-teacher relationships. Second, teacher's multi-culture acceptability directly influenced the young child-teacher relationship. In addition, the impact of multi-culture teaching efficacy on young child-teacher relationship was mediated perfectly by the multi-culture education attitude. The results suggest that the multi-culture teaching efficacy promote early childhood multicultural education attitudes and that can be changed to positive teacher relationships.

• 아동학회지
• /
• 제31권3호
• /
• pp.215-233
• /
• 2010

The purpose of this study was to investigate the differences between the kindergarten teachers and teachers working at child care centers in terms of their professionalism, teaching efficacy and their perceptions regarding the integration of kindergarten and child care centers. Furthermore, this study examined whether those differences which were revealed were found between the subjects by their college major degree and place of employment. The 598 teachers who served as subjects for this study completed self-administered questionnaires. The data were analyzed by descriptive statistics, chi-square tests and t-tests. The main results were as follows. The significant differences were found between the subgroups by college major degree in teaching efficacy and perceptions regarding the integration system. In addition, the subjects from child care centers had higher levels of teaching efficacy than their counterparts in other work environments, even though they had majored in the same subjects of early childhood education.

• International Journal of Advanced Culture Technology
• /
• 제6권4호
• /
• pp.233-239
• /
• 2018

The purpose of the study was to examine the effects of preschool teachers' qualification (education level, teaching experience, major, and certification) and competency variables (teaching efficacy and teacher-child interaction) on young children's development (cognition, language, and social development). The data came from $5^{th}$ Wave of Panel Study on Korean Children (PSKC) from the Korea Institute of Child Care and Education, and the multiple regression analyses as well as Pearson's correlation analyses were used. The results showed the positive associations between teachers' competency (teaching efficacy and teacher-child interaction) and child development. However, we did not find significant effects of teachers' qualification on young children's development. Based on the results, we proposed a policy implication that teacher qualification needed to be discussed with teacher competency to improve teacher quality.

• 한국산학기술학회논문지
• /
• 제14권3호
• /
• pp.1100-1108
• /
• 2013

본 연구는 자아존중감과 교수효능감과 직무수행의 어려움 간의 관계를 분석해 보고자 하였다. 이를 위해 J지역 보육교사 282명을 대상으로 질문지 조사를 하였으며, 수집된 자료는 Peason 상관분석과 중다회귀분석을 실시하였다. 첫째, 보육교사의 자아존중감은 교수효능감과 직무수행의 어려움 인식과 상관이 있는 것으로 나타났다. 둘째, 보육교사의 일반적 교수효능감은 자아존중감을 예측하는 중요한 요인이었으며 유아 보호 및 지도에 대한 어려움 인식이 더불어 중요한 요인으로 나타났다. 이러한 결과를 통해 자아존중감의 중요성을 강조하고, 보육교사들이 자아존중감을 경험하고 제고할 수 있는 기회의 확대를 제안하였다.

• 한국간호교육학회지
• /
• 제13권1호
• /
• pp.66-73
• /
• 2007

Purpose: The study was aimed to investigate the related variables with child care teachers in early childhood care and education centers affecting their self-confidence of safety performance for the children. Method: Structured questionnaires were distributed and self administered by the child care teachers in early childhood care and education centers. The study participants consisted of 482 teachers in early childhood care and education centers in Seoul. 394 questionnaires were analyzed for this study. SPSS 12.0 for Windows was used to analyze the collected data. Result: Teachers' knowledge on safety, teachers' beliefs in safety performance teachers' self-efficacy, and social support were statistically related to confidence in safety performance significantly with positive relationship. Job stress was related to confidence in safety performance with significant negative relationship. After binding each 4 clusters of variables, the most significant teacher related variables affecting teachers' confidence in safety performance was teachers' knowledge on safety statistically significantly, and those 4 variables explained 22.2% of teachers' confidence in safety performance. Conclusion: 4 related variables, teachers' knowledge on safety, teachers' self-efficacy, teachers' exposure to safety education, and social support, were identified significant factors affecting self-confidence of childcare teachers' safety performance for the children.

• 대한가정학회지
• /
• 제37권6호
• /
• pp.97-108
• /
• 1999

The purpose of this atudy was to identify the influence of demographic characteristics of full-time working mother's family on maternal parenting efficacy as well as child-rearing practices and to examime the relationship between mothers with perceived parenting efficacy and child-rearing practices. The subjects for this study were 100 working mothers of two to six year old children attending employer sponsored child care centers. Descriptive statistics, t-tests, correlation analysis, and step-wise regression were used for data analysis. The major findings of this study were as follows: 1) Full-time working mothers' child-rearing practices were influenced by the ages of mothers and fathers, parental education level and occupation, family income, age of the child, and number of children in the family. 2) The more working mothers perceived parenting efficacy, the more mothers utilized effective child-rearing practices. 3) Age of the child, maternal education level, mothers with levels of perceived parenting efficacy were significant predictors for full-time working mothers' child-rearing practices.