• Child Health Nursing Research
• /
• v.25 no.2
• /
• pp.214-222
• /
• 2019

Purpose: This study examined the mediating and moderating effects of multicultural efficacy in the relationship between cultural empathy and cultural competence in child care teachers. Methods: A cross-sectional descriptive survey design was used. The participants were 277 child care teachers at private and public daycare centers in G and S districts of Seoul. The survey instruments included a cultural empathy questionnaire, a multicultural efficacy scale, and a cultural competence scale. Data were analyzed using the SPSS and AMOS programs. For data analysis, descriptive statistics, correlation, and mediating and moderating effect analyses were performed. Bootstrapping was implemented to verify the mediating effect of the model developed herein. Results: Positive correlations among cultural empathy, multicultural efficacy, and cultural competence were noted. Multicultural efficacy showed a significant mediating effect on the relationships between cultural empathy and cultural competence. However, there was no moderating effect. Conclusion: In order to enhance the cultural competence of child care teachers, it is necessary to develop a strategy that can promote their cultural empathy and multicultural efficacy. Furthermore, these results will ultimately enhance the role of child care teachers, thus contributing to the normal growth and development of multicultural children.

• Korean Journal of Childcare and Education
• /
• v.14 no.1
• /
• pp.203-225
• /
• 2018

Objective: The aim of this study was to examine the mediated effect of teacher-infant relationships between teacher efficacy and infant's adjustment to child care centers. Methods: A total of 137 child care teachers that lived in Gwangju and Jeollanamdo participated in this study. They were asked to answer two survey questionnaires for two infants. The data were analyzed using analysis of frequency, Pearson's correlation coefficient, and hierarchical multiple regression analysis. Results: The main results are as follows. First, teacher-infant relationships partially mediated the relationship between teacher efficacy and two sub-factors (prosocial behavior and day work adjustment) of adjustment in child care centers. Unlikely as it was, several sub-factors such as positive emotion, peer adaptation, and self-strength were fully mediated by teacher-infant relationships. Conclusion: The present study suggests that it is necessary to improve teacher-infant relationships with teacher efficacy in order to improve infants' adaptation to daycare. In addition, it should be understood that the structural relationship of the influence factors is different depending on the sub-factors of the child care adjustment.

• Korean Journal of Childcare and Education
• /
• v.14 no.5
• /
• 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.

• Korean Journal of Childcare and Education
• /
• v.8 no.6
• /
• pp.241-256
• /
• 2012

This purpose of this study was to examine the mediating effects of child care efficacy on the relationship between professional learning environment and turnover intention. For this purpose, we conducted a questionnaire survey with 237 child care teachers. The results of this study are summarized as follows. First, when child care teachers had low professional learning environment or low efficacy, their job turnover intention and occupational turnover intention improved. Second, job turnover intention and occupational turnover intention was affected by professional learning environment. Third, child care efficacy mediated between professional learning environment and occupational turnover intention.

• Korean Journal of Child Studies
• /
• v.35 no.4
• /
• pp.1-15
• /
• 2014

This study examined how child care teachers' background characteristics, self-efficacy and job stress relate to their job satisfaction. Participants were 400 child care teachers in Seoul and Gyeonggi, Korea. Structural equation models were developed based on the authors' hypothesized model, which proposed that teachers' self-efficacy and job stress have a mediating effect in the relationship between teachers' background characteristics and job satisfaction. The results revealed that career directly influenced on self-efficacy and job stress but had no direct effect on job satisfaction. Education level was found to have a direct effect on job stress but had no direct effect on self-efficacy and job satisfaction. Teachers' self-efficacy affected job stress and job satisfaction and job stress affected job satisfaction. Furthermore, self-efficacy mediated the effects of career on job stress and job satisfaction. Additionally, job stress mediated the effects of education level and self-efficacy on job satisfaction. These results suggested that teachers' self-efficacy and job stress were key predictors and mediating variables in the relationship between background characteristics and job satisfaction.

• Journal of Korean Public Health Nursing
• /
• v.26 no.3
• /
• pp.561-571
• /
• 2012

Purpose: This study was designed to evaluate the effects of a newborn care education promotion program on child-rearing knowledge, child rearing stress, and child rearing self-efficacy of immigrant pregnant women. Methods: The subjects were 23 immigrant pregnant women who voluntarily participated in the study in D city. The program was provided, once a week for 90 minutes for a period of 3 weeks. The outcome variables were child-rearing knowledge, child-rearing stress, and child rearing self-efficacy. Data was collected from April 4 to June 24, 2011, through self-administered questionnaires. Results: The program significantly improved child rearing knowledge, child rearing stress, and newborn care self-efficacy for married immigrant pregnant women who participated in the program compared to women who did not participate. Conclusion: The results suggest that the reproductive health promotion program has an affirmative effect on child-rearing knowledge, child rearing stress, and child rearing self-efficacy of married immigrant pregnant women. It is suggested, therefore, that the educational program be presented to married immigrant woman at public health centers to enhance their confidence in child-rearing.

• Korean Journal of Child Studies
• /
• v.31 no.3
• /
• 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.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.12 no.4
• /
• pp.1646-1653
• /
• 2011

This research is to analyze what kinds of relationships exist between child care teachers' concerns and their role in improving children's creativity and their teaching efficacy. There are two research questions. First, what kind of relationship is shown between child care teacher's concerns and their role in improving children's creativity? Second, what kind of relationship can be shown between child care teacher's concerns and their teaching efficacy? A survey was carried out with 156 public kindergarten teachers in the J region to research these questions. The conclusions are as follows: First, child care teachers' concerns and their role in improving children's creativity had a static correlation in total as well as in part. Second, child care teacher's concerns and their teaching efficacy had a static correlation in total as well as in part. In this study, we have concretely discussed the content and methods of child care teachers' education by analyzing child care teachers' requirements.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.2
• /
• pp.427-433
• /
• 2021

This study examined the influence of child care teachers' playfulness on teacher-child interactions. The mediating influence of the teacher's efficacy on these relationships was also examined. The study subjects were 293 child care teachers in Busan and Gyeongnam. The collected data were analyzed with a structural equation model to verify the structures and paths among the variables overall. The results were as follows. First, teachers' playfulness directly affected the teacher-child interactions. Second, the teacher's efficacy had a direct effect on the teacher-child interactions. Third, teachers' playfulness not only influenced the teacher-child interactions directly but also influenced teacher-child interactions through the teacher's efficacy. The study concludes with a discussion of the implications of the influence of child care teachers' playfulness on teacher-child interactions mediated by the teacher's efficacy.

• Korean Journal of Childcare and Education
• /
• v.16 no.1
• /
• pp.51-74
• /
• 2020

Objective: This study tried to find out if a teacher education program that supports professionalism for beginning child care teachers in toddler classes is effective in professionalism, self-respect, and efficacy in teaching. Methods: The study subjects were 40 beginning child care teachers in toddler classes teaching in day care centers in Seoul, Incheon, and Gwangmyeong Gyeonggi-do. They were divided into an experimental group (20 teachers) and a comparative group (20 teachers). The collected data were applied to the SPSS 22.0 program. To find homogeneity of the two groups, a t-test was conducted. To analyze an intergroup difference, ANCOVA was conducted in the way of setting a pre-test score as a covariate. Results: The experimental group which participated in the program showed more positive effects than the comparative group in terms of professionalism, self-respect, and efficacy in teaching. Conclusion/Implications: Based on the results of this study, the program is expected to be meaningful in the field of early childhood education, and to lay the foundation for beginning child care teachers in toddler classes to become experts in their field.