• 한국산학기술학회논문지
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• 제19권10호
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• pp.377-385
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• 2018

본 연구는 유아교육기관장인 원장의 감성리더십이 조직문화와 어떤 상관이 있으며 설명력은 어떠한지 알아보며, 감성리더십 수준에 따라 조직문화수준에 차이가 있는지 알아보고자 실시되었다. 서울시와 수도권의 유치원과 어린이집에서 보육교사 164명을 대상으로 원장의 감성리더십과 조직문화에 대한 설문지를 각각 실시하였다. 회수된 자료는 spss 23.0 프로그램을 활용하여 상관관계와 회귀분석과 t-test 분석을 실시하였다. 그 결과를 살펴보면 다음과 같다. 첫째, 기관장의 감성리더십의 자기인식능력, 자기관리능력, 사회적인식 능력, 관계관리 능력 등 모든 하위요인과 조직문화의 모든 하위요인인 인적자원 문화, 개방체계 문화, 위계질서 문화, 생산중심 문화 요인은 밀접한 상관이 있음을 알 수 있었다. 조직문화를 설명하는 기관장 리더십에 대한 회귀분석의 결과는 인적자원 문화와 위계질서 문화는 관계관리 능력 리더십이 의미있는 설명력을 보였으며, 개방체제 문화는 자기인식 능력 리더십, 생산중심 문화는 사회인식 능력 리더십이 의미있게 설명하는 것으로 나타났다. 마지막으로 기관장의 리더십 수준이 높은 집단의 조직문화의 성향점수는 기관장의 감성리더십이 낮은 집단보다 조직문화의 성향점수가 더 의미있게 높은 것을 알 수 있었다. 본 연구결과에 따라 기관장의 리더십은 조직문화와 밀접한 상관이 있으며 의미있는 영향력을 나타낸다는 것을 알 수 있었으며 이에따라 기관장들의 감성리더십에 대한 중요성이 강조되어야하며 리더십 수준을 높일 수 있는 방안이 필요함을 시사한다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.82-94
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• 2014

The purpose of this study is to develop teaching program which utilizes emotional intelligence elements as a measure to stimulate the motive and scientific attitude of learners and examine the effect of its application. The target unit for this study is 'world of plants' in the fourth grade of elementary school, and the teaching program is composed of 3 stages including I(encounter with myself), S(encounter with science), and U(encounter with friends). The teaching program is organized in the way to reflect 5 emotional intelligence elements including self-awareness, self-regulation, self-motivation, sympathy, and personal relations properly according to each stage of teaching program. The result of applying this program into actual classrooms is as follows. First, it is proven that the teaching program actually helps improving the motive of learners to study science. The emotional intelligence takes a role of positive motive for thinking, and the learners monitor their emotion and behavior patterns by using a mirror notebook to reduce their anxiety about science. Second, it is proven that the teaching program changes the science related attitude of learners positively. The emotional intelligence elements help the learners to create friendly feeling toward science subject and have a friendly attitude toward science and a sense of expectancy to science class. Third, it is proven that the teaching program contributes to the improvement of learners' science study achievement. The emotional intelligence takes an important role in improving the learners' science study achievement through the role of adjusting and controlling the recognition capability. However, emphasizing the emotional intelligence excessively also has a risk to break the balance between emotion and recognition, so it is considered that the balanced approach should be applied.

• 한국간호교육학회지
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• 제17권1호
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• pp.80-89
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• 2011

Purpose: The purpose of this study was to discover the effect of emotional intelligence on organizational performance in clinical nurses regarding anger expression, job satisfaction, job commitment, and turnover intention. Methods: Data were collected by self-administered questionnaires from 162 clinical nurses in three university hospitals in 2008, and analyzed by the SPSS 14.0 Window program, using descriptive statistics, pearson correlation, and stepwise multiple regression. Results: Emotional intelligence showed a statistically significant association with each of anger expression-in, anger expression-control, job satisfaction, job commitment, turnover intention, and organizational performance. The multiple regression analysis also showed that organizational performance was statistically significant with job satisfaction, job commitment, and emotional intelligence respectively. 38.0% of the variation of organizational performance was explained by these variables. Conclusion: Emotional intelligence significantly affected organizational performance together with job satisfaction and job commitment. From this result, it could be concluded that nursing interventions for emotional intelligence have a positive effect on improving organizational performance. Further studies are needed to develop nursing intervention programs for emotional intelligence and test its effects on organizational performance.

• 초등상담연구
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• 제5권1호
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• pp.139-158
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• 2006

The purpose of this study was to test the emotional intelligence development program and to verify the effects of the emotional intelligence development program for the increase of emotional intelligence and school life adaptation in elementary school students of single parent family To verify the previous hypotheses, 16 children of single parent family(experimental group I : n=8, control group 1 : n=8) and 16 children of two parent family(experimental group II : n=8, control group II : n=8) were selected at random, which are a total of high-grade students from P elementary school in J city, Jeon-buk province. Disposal about experimental group executed the emotional intelligence development program for the humanity education of Moon - yong - lin(1999) and the emotional intelligence development program which was reconstructed guidance for elementary school children of Her - seung - hee (2004) as the level of elementary school for 50 minutes, 16times, twice a week. In order to verify the effects after experiment, 1 collected materials for estimation by providing the subject children with questionaries about emotional intelligence and the ability of school life adaptation before and after the experiment, and then analyzed the average differences in number of marks between the experiment group and the control group before and after the experiment through and by using One-Way ANOVA, and SPSS WIN 12.0 program. The results of the study were as follows : First, there was significant increase between experimental group and control group received the emotional intelligence development program on emotional intelligence in statistic data(p<.01). Second, there was significant increase between experimental group and control group received the emotional intelligence development program on the school life adaptation in statistic data(p<.001). Third, there was no significant difference between the single parent family's children and the two parent family's children of the experimental group received the emotional Intelligence development program on the emotional intelligence and the ability of school life adaptation(p>.05). But single parent family's children were higher significant increase than two parent family's children on the relationship with teacher(<.01). The results obtained in this study indicated that the emotional intelligence development program was effective on the emotional intelligence and the ability of school life adaptation. Also, these showed that this program helps the school life adaptation and positive relationship with teacher of single parent family's children.

• 한국철학논집
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• 제25호
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• pp.7-40
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• 2009

이 논문의 목적은 "초등학생들의 사회 정서적 능력 함양을 위한 인성교육의 통합적 방안 연구"의 이론적 토대를 세우는 것에 있다. 본 연구는 초등교육의 핵심 목표 중의 하나인 초등학생들의 "바르고 선한 인성(character)"을 어떻게 하면 보다 효과적으로 함양할 것인가?의 물음에 답하기 위해, 사회 정서적 학습(the social and emotional learning, 이하 SEL로 약칭) 이론에 근거하여 그 해답의 실마리를 찾고, 인성교육의 통합적 접근을 통해 궁극적으로 초등학생들의 사회 정서적 능력 함양을 위한 프로그램을 구안하여 초등현장에 적용하고자 한다. 이를 위해 먼저 본 논문에서는 정서 지능이 무엇이며, 정서 지능과 관련된 여러 이론들의 공통점과 차이점을 비교해 보았다. 왜냐하면 본 연구가 기반으로 삼고 있는 사회 정서적 학습은 바로 정서 지능에 대한 핵심 아이디어에서 출발하기 때문이다. 이어 개인의 일상생활에서 비롯되는 사회적이고 정서적인 현상을 이해하고 조직하며 표현하는 능력으로서 사회 정서적 능력의 주요 구성 요소인 자기인식, 자기관리, 사회적 인식, 대인관계 기술, 책임있는 의사결정에 대해 살펴보았고, 미국에서 SEL 프로그램이 구체적으로 어떤 효과를 가져왔는지를 분석해 보았다. 다음으로 사회 정서적 학습과 정서 능력 혹은 정서 지능은 어떤 관계에 있는지, SEL과 인성교육은 어떤 관계있는지를 살펴보았으며, 특히 SEL 프로그램의 활용에 있어 인성교육이 주는 시사점도 살펴보았다. 마지막으로 SEL 프로그램을 우리의 초등학생을 위한 통합적 인성교육의 프로그램에 적용할 때 유의해야 할 일반적 원리에 대해 살펴보았다.

• 아동학회지
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• 제37권4호
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• pp.1-15
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• 2016

Objective: The purpose of this study was to explore the influences of maternal attitude toward child emotional expressiveness, young child attachment stability, and emotion regulation ability on problematic behaviors. The participants of this study consisted of 279 children (age 5), and their mothers, and 48 teachers. Methods: The data was analyzed by means of t -test, Pearson correlation, confirmatory factor analysis, and SEM analyses. Results and Conclusion: The major findings were as follows. First, higher maternal attitude toward child emotional expressiveness was associated with better child attachment stability. Second, higher child attachment stability was associated with better child emotion regulation at home and lower problematic behavior. Third, higher child emotion regulation at home and in the classroom was associated with lower problematic behavior. Fourth, maternal attitudes toward child emotional expressiveness directly impacted levels of problematic behavior. Fifth, child emotional regulation fully mediated the effect of attachment stability on problematic behavior.

• 여성건강간호학회지
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• 제8권3호
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• pp.380-388
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• 2002

The purpose of this Quasi-experimental design was to assess the effects of a hysterectomy on women's emotional response and ultimately, to develop a nursing protocol recommending nursing education for women undergoing a hysterectomy. The subjects at D university hospital receiving a hysterectomy,(for benign gynecological disease) were invited to participate in the study. Subjects who agreed to participate were allocated into control or experimental groups. Each group consisted of 30 women. The subjects emotional adaptation was surveyed through mood questionnaires. The data were analyzed using SAS program. The findings of the study are as follows: In the post test, the "experimental group" reported higher emotional adaptation than the "control group". Between pre and post testing, the "experimental group" showed significant improvement in emotional response; the "control group" did not. In conclusion, allocating nursing information to women both before and after undergoing a hysterectomy was confirmed as an effective nursing intervention for promoting women's emotional adaptation. Therefore, we propose a nursing protocol should be adapted recommending nursing education for women undergoing a hysterectomy.

• 수산해양교육연구
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• 제23권2호
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• pp.290-301
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• 2011

The purposes of this study were to test differences in conflict-resolving strategies and emotional intelligence based on children's peer status, and to verify the discriminance of conflict-resolving strategies and emotional intelligence for peer status. 58 popular children and 52 rejected children from 4 elementary school were selected, and the data were analyzed with independent sample t-test and discriminant analysis. The research findings are as follows: First, negotiation- and cooperation-strategies (sub-factors of conflict-resolving strategy) and emotional intelligence showed statistically significant differences between popular children and rejected children, while other sub-factors of conflict-resolving strategy and sub-factors of emotional intelligence showed indifference between them. Second, negotiation- and cooperation-strategies among 4 sub-factors of conflict-resolving strategy and 5 sub-factors of emotional intelligence were the most discriminant predictors for children's peer status. The results suggest systematic teacher training and program for the rejected children's improvement of negotiation- and cooperation-strategies in their peer relations.

• 한국간호교육학회지
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• 제22권4호
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• pp.504-513
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• 2016

Purpose: The purpose of this study was to identify the mediating effect of self-efficacy in the relationship between emotional intelligence and clinical performance in nursing students. Methods: Data were collected through structured questionnaires between March 1 and March 25, 2016. Study participants were 223 fourth year nursing students in B and K metropolitan city. Data were analyzed using t-test, ANOVA, Scheffe' test, Pearson's correlation coefficients, and hierarchical multiple regression with SPSS WIN v 18.0. Results: The mean scores of emotional intelligence was $3.85{\pm}0.43$, self-efficacy was $3.25{\pm}0.40$, and clinical performance was $3.63{\pm}0.51$. There were significant positive correlations between emotional intelligence, self-efficacy and clinical performance. There were partial mediating effect of self-efficacy in the relationship between emotional intelligence and clinical performance. Conclusion: In order to enhance nursing students' clinical performance, strategies for intervention development such as stimulating emotional intelligence and motivation by self-efficacy are necessary.

• 한국간호교육학회지
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• 제22권4호
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• pp.527-536
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• 2016

Purpose: This study was conducted to explore the factors affecting emotional labor, self-esteem and clinical practice satisfaction on professional identity in nursing students. Methods: A total of 262 nursing students participated in the study. Data were analyzed using SPSSWIN 18.0. Results: The mean scores for emotional labor, self-esteem, clinical practice satisfaction and professional identity were above-average. There were significant mean differences in professional identity according to ages, academic score, motivation for selecting nursing, satisfaction with college life and satisfaction with nursing majors. Professional identity correlated positively with self-esteem and clinical practice satisfaction, negatively with emotional labor. The significant predictors of professional identity included satisfaction with nursing majors, self-esteem, emotional labor and motivation for selecting nursing. The regression model explained 38.9% of professional identity. Conclusion: To enhance professional identity in nursing students, it is necessary to build effective strategic to focus on promoting their satisfaction with the nursing major, self-esteem and management of emotional labor.