• Journal of the Korean Home Economics Association
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• v.50 no.8
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• pp.113-123
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• 2012

This research has an objective of investigating the challenges that student teachers encounter during practicum, the difference between teachers' image based on sociodemographic variables, recognition and satisfaction for practicum, and the effect of teachers' image and practicum experience on the satisfaction for the practicum. The participants of this study included 500 student teachers who enrolled in the department of early childhood education in a 2 or 3-year college or a 4-year university and completed practicum in the Chungcheong area. The instruments for this study were Teacher's Image Scale, Practicum Experience Scale, Practicum Satisfaction Scale and a questionnaire for sociodemographic variables. The results were as follows: First, the highest level of teachers' image was obtained for student teachers enrolled in a 2-year college, completed practicum in large cities and finished practicum at an institution with a size of 3-6 classes. Also, the highest level of 'recognition for practicum' of student teachers was observed when they were instructed by a guidance teacher with a degree from a graduate school and with a first degree certification in public kindergarten. Second, the satisfaction for practicum of student teachers was mostly affected by' the atmosphere of the practice institutions', while personality affected the teachers' image.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.19-38
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• 2022

Objective: The goal of this study is to develop an instrument for measuring the quality of teacher support for children's play (age 3-5) based on the Play Practice Resources for Teachers presented in the 2019 revised Nuri Curriculum. Methods: The subjects of this study were 333 early childhood educators. Exploratory and confirmatory factor analysis, as well as correlation analysis were all performed to confirm construct validity and concurrent validity. The reliability of each factor was verified using Cronbach's alpha. Results: The Preschool Teacher Play Support Scale (PTPSS) was finalized with 25 items, which included the following four sub-factors: interaction, play materials, play space, and play safety. The concurrent validity was also confirmed through significant correlations between the existing measures such as the Teacher Self-Efficacy Scale, the Teaching Efficacy Scale for Play, and the Teacher-Toddler Interaction Scale. The reliability of each factor was also desirable. Conclusion/Implications: The PTPSS was verified as a sound measure quantifying the play support behavior of teachers who respect the autonomy and initiative of young children which is being pursued by the 2019 revised Nuri Curriculum.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.129-143
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• 2005

The purpose of this study was to verify the validity of Ohio State Teacher Efficacy Scale(OSTES: Tschannen-Moran, 2000) when used with Korean home economics teachers. To achieve this purposes, the surveys with 263 secondary school home economics teachers was conducted by the prime investigator. Statistical procedures included descriptive statistics, factor analysis, internal consistency. Cronbach's a was calculated to test the reliability of items and their internal consistency and Exploratory Factor Analysis(EFA) was conducted to test the structure of each factors with principal analysis and varimax rotation. Confirmatory Factor Analysis(CFA) was conducted to test the factor validity of this scale with AMOS program. The reliability test result of 20 items appeared Cronbach's a=.86. The factor analysis on teacher efficacy with 263 survey of secondary school home economics teachers produced 5 factors including efficacy in classroom management. efficacy in needs assistance, efficacy in instructional strategies, efficacy in environmental assistance and efficacy in teaming assistance. The validity of teacher efficacy scale was moderately verified by the confirmatory factor analyses(GFI=.87, AGFI=.84. CFI=.86. PNFI=.72, RMR=.05. RMSEA=.07). The results lend a support to the teacher efficacy scale as a valid instrument.

• Journal of the Korean Home Economics Association
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• v.33 no.4
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• pp.37-47
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• 1995

The purpose of this study was to develop the Children's Social Support Scale to assess three potential aspects of social support in elementary school age children ; the children's subjective apprasials of family, peer, and teacher support ; the frequency of supportive behaviors available from the child's support network; and the size of children's social support network. The subjects of this study were 380 children of forth and sixth graders in elementary schools located in Seoul. The 68 items(perceived support scale 30 items, enacted support scale 35 items, and support network 3 items) were analyzed by the statistical methods of item analysis, principal factor analysis, Factor analysis revealed that a three factor solution was the best for the Perceived Support scale ; family peer, teacher support. Enacted Support scale comprised of three factors; emotional, self-esteem, and informational support. Support Network scale was composed of emotional, self-esteem, and informational support network. Reliabilities for the domains ranged form .75-89. It was concluded that the children's Social Support scale in general is acceptable for use in Korea.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.23-50
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• 2022

Objective: The purpose of this study was to develop an early childhood teacher's autonomy scale in the implementation of the Early Childhood Curriculum and to verify its validity and reliability. Methods: A literature review and a delphi survey were conducted in order to explore conceptual characteristics and develop a preliminary questionnaire. A main survey was conducted on 375 early childhood teacher to test their item quality, validity and reliability. Results: The final scale was composed of 24 items with four factors: 'support for child-centered play environment and interaction' (7 items), 'use of learning community' (4 items), 'cooperation and participation with family and local community' (6 items), and 'flexible daily management' (7 items). And the scale was verified as a stable and reliable tool. Conclusion/Implications: This is expected to contribute to the correct understanding of children's education and to actively realize the autonomy of early childhood teachers in the implementation of the Early Childhood Curriculum.

• The Korean Journal of Community Living Science
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• v.22 no.4
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• pp.679-688
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• 2011

Using data from an ongoing study of 170 children aged 4-6 years in low-income families, this study tests how mothers' parenting behaviors and teacher-child relationship influences the adjustment to child-care centers of young children. The mothers' parenting behaviors were measured by the mothers of surveyed children, while the teacher-child relationship and children's adjustment were rated by teachers. Measurements were recorded from using the Iowa Parent Behavior Inventory(Crase et al. 1987), Student-Teacher Relationship Scale(Pianta et al. 1995) and the Adjustment to Child-care Centers Scale(Lee 2004). The collected data was analyzed by hierarchical regression using the SPSS Program. Results indicate that mothers' parenting behaviors in the low-income families controlled characteristics of children and are positively associated with one area of early school adjustment, learning readiness. In other words, mothers who are more involved and demonstrate supportive parenting, have children with better learning readiness. The teacher-child relationship is strongly related to all areas of children's adjustment. The interaction effect of parenting behaviors and the teacher-child relationship on children's learning readiness is observed. These results highlight the importance of the teacher-child closeness as well as the quality of parenting behaviors during the preschool period for the low-income family in improving early school adjustment.

• Journal of the Korean Home Economics Association
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• v.39 no.1
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• pp.221-232
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• 2001

The purpose of this study was to develop a scale for evaluation of preschool children's peer competence and to examine its validity and reliability. The 15 items of the preliminary scale were completed by teachers, and peer rating scale for assessment of peer acceptance was administered to 365 children 5 to 6 years of age. The methods for data analysis included item analysis, factor analysis for construct validity, Pearson correlations between teacher's ratings of peer competence and children's ratings of peer acceptance for concurrent validity, and Cronbach's u for reliability. The 15 items of the scathe were found be satisfactory in terms of item response distribution and item discrimination. Factor analysis revealed that a 3-factor solution was the best fit: sociability, prosocial behavior, leadership in peer relations. Correlations between teacher's ratings and children's ratings were as significant. Cronbach'so ranged from .88 to .93 for three subscales and .93 for the total scale. It was concluded that the psychometric properties of the peer competence scale in general were acceptable for use.

• Journal of the Korean Society of School Health
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• v.26 no.3
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• pp.184-194
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• 2013

Purpose: The purpose of this study was to investigate predictors of behavior problems of military children in elementary school. Methods: Participants were 195 military children who were attending D-elementary school in C-city. Data were collected from July 8 to July 10, 2013, using self-report questionnaires which included Han's Externalized Behavior Problems Scale, Lee's Parent's Rearing Attitude Scale, and Hong's Friend/Teacher Support Appraisal Scale. Data analysis was performed using the SPSS/WIN 18.0 program, which included the t-test, the one-way ANOVA, Pearson correlation coefficients, and the multiple liner regression analysis. Results: The mean score of the subjects' behavior problem was 1.47/5.0 points. The degree of the score is similar to or slightly lower than that of ordinary children. There were statistically significant differences in behavior problems according to gender, grade, birth order and economic status. Behavior problems have a negative correlation with parent's rearing attitude, parent-child relationship, teacher's support, and friend's support. Influencing factors of behavior problems were teacher's support, father-child relationship, and mother's rearing attitude, which explained 20.6% of the variance. Conclusion: The finding of this study suggests there is a need to increase teacher's support for elementary students and to educate parents to improve their parenting skills by developing proper school health programs.

• Human Ecology Research
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• v.52 no.1
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• pp.63-73
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• 2014

The purpose of this study is to investigate early childhood student teachers' practicum anxiety on the basis of the teacher's image and self-efficacy during their practicum. The participants of this study were 499 student teachers who were enrolled in the department of early childhood education in a college or a university and had completed the practicum in Daejeon metropolitan city or the Chungcheong area. The instruments for this study were the Teacher's Image Scale, Practicum Anxiety Scale, Self-efficacy Scale, and a questionnaire for socio-demographic variables. The collected data were analyzed by using a t -test, F test, Pearson's partial correlation, and multiple regression with SPSS software (version 20.0). The results were as follows: First, the student teachers expressed higher practicum anxiety in a provincial area than in metropolitan city, and their self-efficacy was higher in public kindergarten than in private kindergarten. Further, the highest level of the teacher's image was obtained in the case of student teachers who enrolled in a 2- or 3-year college program and completed the practicum in the metropolitan city. Second, there was a significant negative correlation between the sum of student teachers' practicum anxiety and their professional skills of teacher's image as well as significant correlations between the sum of student teachers' practicum anxiety and their self-efficacy, except self-control efficacy. Finally, the student teachers' practicum anxiety was found to be 17.5%-24.4% and was explained the most by the confidence of self-efficacy.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.91-110
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• 2010

The purpose of this study was to develop a valid and reliable early childhood teacher efficacy scale. As part of this process, the final version of the early childhood teacher efficacy scale was examined in order to reflect the characteristics of the subjects who participated in this study, namely, 598 in-service teachers employed at kindergartens and child care centers. Our data was analyzed according to both the reliability and validity of the scale. the main results of this study were as follows. The overall internal consistency was relatively high (Cronbach's ${\alpha}$ = .91~.93). In addition, the content reliability was examined by a panel of experts in the field. The results of the factor analyses identified 6 sub-constructs with 59 items, thus clearly establishing the construct validity. Moreover, the concurrent validity of this scale was established. The results of correlational and t-test analyses found that the constructs of this scale reflected the characteristics of early childhood teachers.