• 아동학회지
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• 제18권1호
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• pp.39-52
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• 1997

This study focused on factors influencing Internal and external problem (depression and antisocial) behavior among late-elementary children. Subjects were 481 boys and girls enrolled in the fourth. fifth. and sixth grades of public school. The contribution of grade. sex. stress, self-esteem. and social support from parents, teachers, and friends as well as school performance were studied. The instruments were the Adolescent Perceived Events Scale, the Self-Esteem Scale, the Social Support Scale for Children, the Revised Korean Version of the Center for Epidemiologic Studies' Depression Scale and Antisocial Behavior Scale. Results indicated that sex, stress, self-esteem, and the support of parents, teachers and friends reduced the level of depression. Grade, sex, stress, self-esteem, and teachers' support were related to the level of antisocial behavior. The results were discussed in terms of the effects of stress, personal and social resources, and school achievement on depression and antisocial behavior.

• 아동학회지
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• 제17권1호
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• pp.87-100
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• 1996

Sixty-three children aged 5 and 6 years and their mothers and teachers participated in this study examining the association between attachment and social competence. The quality of attachment was assessed using Separation Anxiety Test developed by Slough and Greenberg. Mothers and teachers completed questionnaires regarding family background and social competence(Iowa Social Competence Scale:Preschool), Consistent with attachment theory and previous research, there were significant relationships between children's attachment quality and their social competence. Attachment scores were positively associated with Social Competence and Leadership scores and negatively with Apprehension and Hypersensitivity scores. In contrast, Avoidance scores were negatively correlated with Social Competence and Leadership scores and positively with Hypersensitivity scores.

• 한국보육지원학회지
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• 제16권2호
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• pp.141-160
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• 2020

Objective: The purpose of this study was to investigate structural relationships among variables related to pre-service childcare teachers' teaching efficacy. Methods: The participants in this study were 408 students in the department of child studies. The students completed questionnaires assessing pre-service childcare teachers' teaching efficacy, social support, self-esteem, and satisfaction level for childcare practicum. Statistical methods for the data analysis were the SPSS 19.0 and AMOS 20.0. And the Maximum likelihood estimation method was used to model fit. Goodness of fit was evaluated using the SRMR, RMSEA and its 90% confidence interval, CFI, and TLI. Results: First, pre-service childcare teachers' social support, self-esteem and satisfaction level for childcare practicum were found to affect their teaching efficacy directly. Also pre-service childcare teachers' social support was found to affect their self-esteem and satisfaction level for childcare practicum directly. Conclusion/Implications: This study is theoretically meaningful in that it shows that high social support, self-esteem, and satisfaction level for childcare practicum can be the main factors that can increase the effectiveness of pre-service childcare teachers' teaching efficacy.

• 한국과학교육학회지
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• 제29권3호
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• pp.314-328
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• 2009

The purpose of this study was to examine Korean preservice science teachers' understanding of the nature of science (NOS). Thirty-one Korean preservice teachers were given an open-ended questionnaire about their understanding of NOS. The Korean preservice teachers' responses were categorized according to pattern and theme. These findings will provide information to aid in the development of curriculum and instruction to improve preservice teachers' understanding of NOS. Compared to in previous studies, Korean preservice teachers demonstrated various philosophical stances that have been suggested by philosophers of science. In addition, they were more likely to connect science to human endeavors and social needs. These results were interpreted in relation to the influence of the science methods course, secondary science curriculum, and the traditional cultural view.

• 아동학회지
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• 제24권4호
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• pp.123-142
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• 2003

This study examined the effectiveness of a social competence program for mentally challenged(IQ 58-74) and/or somewhat autistic 6- and 7-year old children with peer relationship difficulties. The Hierarchical Model of Social Competence by Guralnick(1992) provided the framework of the experimental program. The intervention consisted of 16 sessions: 2 intervention teachers implemented each session for 90 minutes once a week. Target behaviors were to initiate interactions with others, to respond to behaviors of teachers and peers, to participate in group activities, and to express their needs to others with speech. Data on the frequencies of target behaviors, the behavior episodes and parent reports were analyzed. Most of children became to be more sociable, although there were individual differences in the changes in target behaviors.

• 아동학회지
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• 제22권1호
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• pp.135-146
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• 2001

The present study investigated socio-organizational variables which influence teachers' commitment to the organization. Subjects were 254 teachers of private kindergartens in Kimhae, Kyungnam-do, and Tongrae-gu and Kangseo-gu in Pusan. The instrument was a questionnaire developed by Rosenholtz(1991), originally developed for the study of the teachers' work place (the social organization of elementary schools) and revised here for Korean early education. The data were analyzed by ANCOVA. Results revealed that the most important variable influencing teachers' organizational commitment is teachers' job certainty, next is teachers' learning opportunities; other variables are teachers' career, psychological rewards, and task autonomy and discretion.

• 아동학회지
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• 제21권2호
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• pp.57-66
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• 2000

The present study investigated the relationship between demographic variables(gender, grade in school, etc.) and children's social intelligence. Elementary and middle school students responded to the self-reported inventory on social intelligence, and their teachers used the social intelligence rating scale for children. The results show gender, grade, and regional differences in children's abilities to deal with various social situation. Furthermore, parents' education and residence is also related to their children's social intelligence. Based on regression analyses, it was found that grade in school and parent education were the most influential variables in explaining variance in children's social intelligence.

• 한국보육학회지
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• 제19권1호
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• pp.1-13
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• 2019

본 연구는 보육교사의 우울 및 사회적 지지가 소진에 미치는 영향을 알아보고, 보육교사의 소진에 미치는 우울에 대한 사회적 지지의 조절효과를 검증하였다. 연구 대상은 서울과 경기도 지역의 보육교사 343명이었다. 자료분석을 위해 기술통계, Pearson 적률상관계수를 산출하고 위계적 중다회귀분석을 실시하였다. 연구결과, 보육교사의 우울수준이 높을수록 소진을 더 경험하였으며, 직장 내 사회적 지지와 직장 외 사회적 지지를 많이 받을수록 소진은 감소하는 것으로 나타났다. 아울러 보육교사의 우울이 소진에 미치는 영향에 대한 직장 내와 직장 외 사회적 지지의 조절효과를 살펴본 결과, 직장 외 사회적 지지에서만 조절효과가 확인되었다. 결론적으로, 보육교사의 소진에 대한 우울의 영향은 직장 외 사회적 지지 수준이 높은 교사에서는 상대적으로 더 적은 것으로 나타나, 교사의 직장 외 사회적 지지가 우울이 소진에 미치는 영향을 완충하는 역할을 함을 보여주었다.

• 가정과삶의질연구
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• 제34권5호
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• pp.21-33
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• 2016

The purpose of this study is to explore the relative influence of psychological well-being and social support on the burnout of infant care teachers. Participants were 194 infant care teachers from 52 infant daycare centers in Gyeong-gi-do. Psychological burnout was assessed by the Maslach Burnout Inventory(Lee, 2011), psychological well-being was measured by the Psychological well-being scale(Cho & Cha, 2001) and social support was measured by the social support questionnaire(Bak, 1985). Date were analyzed using descriptive statistics and analysis, t-test, Pearson's correlation analysis, and multiple regression analysis. The major results of this study were as follows; First, there were differences in burnout in terms of marital status, work experiences, classroom operation type and income. Second, Infant care teachers' burnout was negatively correlated with psychological well-being and social support. Third, the most influential factor on infant care teachers' burnout was purpose in life, the second most influential factor was self-acceptance, the third most influential factor was emotional support, and the least influential factor was environmental mastery. Results of this study indicate that a psychological well-being enhancement program should be developed and emotional support from a social relationship network should be enhanced in order to prevent infant care teachers' burnout.

• Educational Technology International
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• 제14권1호
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• pp.55-74
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• 2013

The diversity of students is getting increased in the contemporary classroom. To deal with the diversity, differentiated instruction (DI) should be considered as a way of providing alternative approaches to content, process and product according to the students' readiness, interest, and learning needs. Teachers have problems and difficulties in supporting different student's needs. In fact, teachers need proven tools including framework, guidelines or computing systems to help to practice DI in real context. According to the activity theory, tools influence on how people act and think and even their social practice, playing a crucial role in mediating the activities with people. In DI practice, there are also some studies about physical and abstract tools, but they have been not widely utilized by teachers in real schools. It means that more innovative tool to promote DI might be required. Therefore, to design a better tool to mediate the DI activities with teacher, case studies were conducted. In order to elicit the design implications, two physical and two abstract tools for DI practice were analyzed as case studies. Through the analysis of the case studies, eight design implications better to facilitate DI practice were suggested. This study has implications in suggesting design guidelines for teachers' tools to facilitate their DI practice by analyzing case studies in DI practices for an innovative tool in the educational practice.