• 한국생활과학회지
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• 제17권2호
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• pp.223-233
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• 2008

The purpose of this study was to find out conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum. The following research questions were established in order to achieve this purpose. First, Is there any differences in conflict of preservice teachers according to their personal variables? Second, Is there any differences in the role recognition and performance of cooperating teachers according to their personal variables? Third, Is there any differences in conflict of preservice teachers according to the role recognition and performance of cooperating teachers? The subjects of this study were 214 pairs of cooperating teachers who taught preservice teachers. The data were collected with the role recognition and performance of cooperating teachers and conflict of preservice teacher instrument and analyzed by t-test and ANOVA using SPSS 14.0 software. The results show that there was significantly difference conflict of preservice teachers according to their personal variables. Second, there was significantly differences the role recognition and performance of cooperating teachers according to their personal variables. Third, there was significantly differences conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum.

• 한국생활과학회지
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• 제15권1호
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• pp.45-53
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• 2006

The goal of this study is to examine the relationship between efficacy belief and role performance of childcare teachers, and also to utilize the results as the basic data for teacher education. The subjects were 205 teachers at 48 childcare centers located in Jeonlabuk-do area. The instruments employed included efficacy belief, teachers' role performance, experiences, and age. The data were analyzed by t-test, Pearson correlation, and Regression Analysis. The results of this study are as follows: First, the role of child carer was the vest performance through childcare teachers' role. Second, the role of instructor, counselor, researcher, and others was significantly different among the types of childcare institution. Third, the social position of ability and personal teaching efficacy belief were correlated positively with teachers' experience. The activeness, the social position of ability, general teaching efficacy belief, personal teaching efficacy belief, and the role of child carer, instructor, counselor, researcher, and others were correlated positively with teachers' age. Fourth, the role of child carer, instructor, counselor, researcher, and others was correlated positively with the activeness and the social position of ability, whereas it was correlated negatively with failure anxiety. Lastly, the activeness was the most powerful variable influencing teachers' role performance.

• 한국보육지원학회지
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• 제14권6호
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• pp.1-18
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• 2018

Objective: The purpose of this study was to investigate relationships among child care teachers' role conflict, organizational commitment and teacher's sensitivity. It also aimed to test the mediating effect of organizational commitment on the pathway from child care teachers' role conflict on teacher's sensitivity. Methods: A self-report survey was conducted on 301 child care teachers in Chungbuk. Descriptive, means, standard deviations, correlations using SPSS 18.0, and Structural Equation Modeling using AMOS 18.0 were all conducted in order to analyze the collected data. Results: The results indicated that child care teachers' role conflict and organizational commitment had significant direct effects on teacher's sensitivity. This study also confirmed the significant mediating role of organizational commitment on the pathway from child care teachers' role conflict to sensitivity. Conclusion/Implications: The significance of role conflict and organizational commitment suggests that the integration of individuals with less conflict and more dedication will contribute more qualitative child care services by improving sensitive interactions with young children.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제7권1호
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• pp.1-14
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• 2003

The purpose of this research is to explore teachers' role actions in teaching mathematical problem solving and to analyze the influences of the teachers'role actions on their students' activities and beliefs about problem solving. The results obtained in this study suggested that the teachers' role actions brought qualitative differences to students' activities, and students' beliefs about mathematical problem solving were consistent with the perspective held by their teachers. Therefore, teachers should help students build up desirable beliefs about problem solving. They should understand teaching mathematical problem solving and play proper roles in various situations of teaching mathematical problem solving.

• International Journal of Advanced Culture Technology
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• 제7권1호
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• pp.58-63
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• 2019

The purpose of the study was to examine the moderating effect of childcare teachers' role conflict on the relationship between their professionalism perception and teaching. The subjects were 365 childcare teachers who had children. They were asked to complete the survey on professionalism perception, role conflict in women, and teacher efficacy along with their background information. The collected data were analyzed using SPSS version 24.0 software. Descriptive, Pearson's correlation analyses, and a hierarchical regression analysis were conducted. As results, first, the childcare teachers with high professionalism perception showed high teacher efficacy, and the childcare teachers with high role conflict showed low teacher efficacy. Second, there was the moderating effect of role conflict on the relationship between professionalism perception and teacher efficacy.

• 한국생활과학회지
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• 제18권3호
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• pp.557-570
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• 2009

The purpose of this study is to examine the effects of teachers' creative personality and self-efficacy on their role for young children's creativity improvement. The subjects were 269 teachers who were working at the public or private kindergartens. Measurements consisted of teachers' creativity personality(Park & You, 2000), self-efficacy(Lim, 1999), and teachers' role for young children's creativity improvement(Guliford, 1956). The data were analyzed by t-test, ANOVA, Duncan's post-analysis, Pearson's correlation, hierarchical regression using SPSS 11.0 Program. The results of this research are as follows: first, teachers' creativity personality, teacher's self-efficacy on self-regulation, and the teacher's role for children's creativity improvement had significant differences according to teachers' general background. Second, it appeared that teacher's creativity personality and self-efficacy meaningfully influenced the teacher's role for children's creativity improvement. Teacher's curiosity, and self-efficacy on self-regulation affects teacher's role in improving children's immersion/ durability, flexibility and delicacy.

• 가정과삶의질연구
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• 제28권3호
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• pp.129-137
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• 2010

This study investigated the relationships among collectivism, role conflict, and the organizational commitment of teachers in kindergartens and childcare centers. The subjects were 190 teachers who worked in a kindergarten or a childcare center in Daegu and in Gyoungbuk Province. Questionnaires were used to investigate collectivism, role conflict, and organizational commitment by self-reports from teachers. The collected data were analyzed by factor analysis, Pearson's correlation, and stepwise multiple regression using SPSS Win 15.0. The results were as follows. (1) Collectivism was positively associated with the organizational commitment of the teachers. (2) Role conflict was negatively associated with the organizational commitment of the teachers. Among the different types of role conflict, teaching profession conflict, co-worker conflict, and administration conflict were negatively associated with organizational commitment. (3) Role conflict was a better predictor of organizational commitment than collectivism. Additionally, administration conflict as a type of role conflict was a better predictor of organizational commitment than collectivism.

• 아동학회지
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• 제27권6호
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• pp.81-96
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• 2006

The purpose of this study was to investigate the variables that influence public kindergarten teachers' role performance. A sample of 320 public kindergarten teachers in Gyeonggi-Do was selected randomly. Teacher's career, educational background, age, self-concept, and awareness of teaching profession, class size, age of classroom students, and organizational climate were examined as possible factors affecting teachers' role performance. Results showed that all factors except class size were related to teachers' role performance. The most significant impact on public kindergarten teachers' role performance was teacher autonomy in organizational climate.

• 대한가정학회지
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• 제39권10호
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• pp.83-95
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• 2001

The purpose of this study was to investigate the relations among mothers' and teachers' perceptions of role-efficacy, role-efficacy, attributions, and young children's cognitive and social development. The subjects were 163 mothers and teachers of 5-year-old children attending to kindergartens in Korea. The results showed that cognitions of mothers were very similar to those of teachers. When they perceived difficulty in enhancing children's cognitive and social development, they tended to think that it would be more efficient for someone else to help the children. Children's cognitive and social development were not positive especially when the mothers and teachers showed high role-difficulty and low role-efficacy.

• 한국보육지원학회지
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• 제11권6호
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• pp.199-219
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• 2015

본 연구는 초임유아교사의 역할수행, 셀프리더십, 보육교직원의 지지 간의 관계를 규명하기 위해 실시되었다. 전국의 유치원 및 어린이집에 재직 중인 491명의 초임교사를 대상으로 설문지를 통한 조사를 실시하였는데, 사회적 지지 질문지(이재영, 2012), 역할수행 질문지(박복매, 2011)와 셀프리더십 질문지(박동현, 2014)를 사용하였다. 결과처리를 위해 빈도분석, 신뢰도 검증, ANOVA 검증, $Scheff{\acute{e}}$의 사후검증분석, Pearson의 적률상관분석, 회귀분석을 실시하였다. 연구결과 첫째, 초임유아교사의 보수와 학력, 연령에 따른 보육교직원의 지지, 역할수행, 셀프리더십은 각각 집단 간 유의차가 있었다. 기관유형에 따른 보육교직원의 지지와 역할수행은 집단 간 유의차가 있었으나 셀프리더십에서는 집단 간 유의차가 없었다. 둘째, 셀프리더십이 보육교직원의 지지와 초임유아교사의 역할수행 간에 부분 매개역할을 하고 있었다. 본 연구결과를 통해 초임유아교사의 개인변인을 고려하여 역할수행과 셀프리더십을 높일 수 있는 방안과 원장이나 동료교사의 실질적인 지원을 촉진할 수 있는 방안을 모색하는데 정보를 제공할 수 있다.