• Journal of Korean Library and Information Science Society
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• v.50 no.2
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• pp.149-168
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• 2019

The purpose of this study is to analyze the characteristics of teacher librarians' efficacy and to propose some ways to enhance their efficacy. To do this, questionnaires on 30 teacher librarians who participated in the level 1 certification program of K university in 2018 were conducted. The results showed that their average efficacy was 3.38, the efficacy of teaching method was 3.60, the collective efficacy was 3.38, and the personal efficacy was 3.18. They had high personal efficacy on classroom management, the willingness to lead poor students and the possibility of problem student guidance, and collective efficacy on conflict management with fellow teachers and parents. On the other hand, personal efficacy in problem analysis and guidance for problem students, difficult contents and course instruction were low. Also, the collective efficacy of the conflict between the manager and the education office was low. They have a strong willingness to improve teaching methods for students and showed high efficacy about student synchronization and preparation for teaching. However, they were aware of the lack of learning skills and the lack of various teaching methods. The variables influencing their efficacy were graduation, education level, school size, and degree. Especially, the higher the education level, the more confident and enthusiastic about teaching problemmatic students and disadvantaged students. In addition, teacher librarians with high academic standards showed high confidence in conflict resolution with peers and parents and teaching methods. The improvement direction to enhance their efficacy in this study are increasing the ratio of teacher education in the field of education, reforming teacher librarians training before appointment, establishing supervision organizations for school libraries and improving their professionalism by going to graduate school.

• Korean Journal of Human Ecology
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• v.13 no.6
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• pp.833-845
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• 2004

This study examines different individual and environmental factors that affect children's self-control. For an analysis, locus of control, perceived competence, and achievement motivation were all included in individual variables. For family variables, mothers' parenting and patents' marriage conflict were examined. For classroom psycho-social environment, teacher support, peer relationship, class involvement, and teachers' supervision were used. The sample consisted of 548 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis: First, locus of control, perceived competence, and achievement motivation had a positive correlation with children's self-control. Second, mothers' affective parenting had a positive correlation with children's self-control. However, mothers' controlling parenting and parents' marriage conflict had a negative correlation with it. Third, teacher support, peer relationship, and class involvement had a positive correlation with children's self-control. In addition, teacher supervision had a positive correlation with girls' self-control. Fourth, class involvement, locus of control, and academic competence were important variables predicting boys' self-control. On the other hand, Class involvement, achievement motivation, academic competence, teacher's supervision, and mothers' controlling parenting were important variables predicting girl's self-control.

• Journal of Families and Better Life
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• v.26 no.2
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• pp.1-12
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• 2008

The variables studied in relation to adolescents' prosocial behaviors were grade, prosocial moral reasoning, empathy, self-esteem, parental prosocial behaviors, support and marital conflict, social economic status, peer prosocial behaviors and support, teacher support, school life satisfaction and achievement. The sample consisted of 837 seventh and tenth grade adolescents. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, t-test, Pearson's correlation and multiple regression. Several major results were found from the analysis. First, female students had more prosocial behaviors than male students. Second, male and female students' prosocial behaviors showed positive correlations with grade, prosocial moral reasoning, empathy, self-esteem, parental and peer prosocial behaviors and support, teacher support and school life satisfaction. However, female students' prosocial behaviors had a negative correlation with parental marital conflict. Third, important variables predicting male and female students' prosocial behaviors were empathy, peer prosocial behaviors and parental prosocial behaviors. Important variables predicting male students' prosocial behaviors were teacher support and prosocial moral reasoning. On the other hand, the important variable predicting female students' prosocial behaviors was self-esteem.

• The Korean Journal of Community Living Science
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• v.20 no.4
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• pp.523-537
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• 2009

This research aimed to understand the current status of early childhood education and to develop a future direction of early childhood English education. One group interview and three private interviews were conducted with 10 early education teachers to obtain in-depth understanding of the problems inherent in English education. The findings show that there is an internal conflict in the teachers regarding the value of English education in early childhood. In addition, there are external conflicts with the children the parents, the English teacher, the program director, and the government in English education. It is concluded that the early childhood educators felt an internal conflict regarding the current, inappropriate execution of early English education which is lacking a suitable educational plan including goals and practices. Furthermore, the teacher's preference for English also contributed to the internal conflict regarding the belief in early childhood English education. Secondly, the external conflicts included: English teachers with inadequate understanding of comprehensive early childhood development, parents who show excessive interest in early childhood English education without regard to childhood development, the reality that early childhood English education is mostly influenced by the attitudes of the program director without regard for the conflicts experienced by the early childhood teacher, and the politics of the government continuing to ignore the reality that early childhood English education ontinues in practice without being included in the national curriculum.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.209-227
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• 2012

This study is about how functional conflict, hierarchical conflict in child-care centers and the sociology population of teachers influence organizational effectiveness. The questionnaire listed about the organizational conflict and the organizational effectiveness were used in this study. For the analysis of the questionnaire, frequency, percentage, reliability, and regression were used as statistical tools. In the results, the teacher's academic backgrounds, career, and marital status seem to have an influence on the organizational conflict. The hierarchical conflict in child-care centers has a more negative influence on organizational effectiveness than the functional conflict.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.453-462
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• 2023

This study explored the influence of conflict management styles (i.e., Integrating, Considering, Compromising, Dominating, Avoiding) adopted by early childhood teachers to deal with conflict that may arise with parents on parents' behavioral intentions (i.e., re-registration intentions, oral transmission intentions) with the mediating role of parents' trust in teacher on the relationship between conflict management styles and parents' behavioral intentions. The data were collected from 356 parents in southern Gyung-gi-do and data analysis was done through structural equation modeling using AMOS 26.0. The study results show that the Integrating style of teachers was positively related to the parents' intention of re-registration. Trust in teacher was found to have an mediation effect on the Integrating, the Avoiding and the Compromising styles and re-registration intentions and oral transmission intentions of parents respectively. The results imply the importance of conflict management styles and building trust for enhancing the parents' behavioral intentions.

• Korean Journal of Child Studies
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• v.27 no.1
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• pp.17-30
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• 2006

The goal of this research was to clarify how a child's maladjustment affects the teacher-child relationship and leads to teaching stress. Subjects were 178 teacher-child pairs in kindergartens or day care centers. The child was 3 to 5-years-old and perceived by its teacher as having maladjusted behavior. Teachers responded to the Index of Teaching Stress(Greene, Abidin, & Kmetz, 1997) and the Student-Teacher Relationships Scale(Pianta 1991). The maladjusted behaviors observed by teachers were correlated with each other. ADHD was the biggest problem perceived by teachers. Most fields of maladjusted children's behaviors caused stress to teachers except those of intellectual deficit and academic Problems. Frustration peaked during the teaching process. More severely maladjusted behaviors resulted in greater conflict in teacher-child relationships.

• Journal of the Korean Home Economics Association
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• v.49 no.8
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• pp.1-12
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• 2011

This study was designed to examine the effect of five years old boys' and girls' self-concept and leadership on the teacher-child relationship. The participants were 51 boys and 64 girls who were five years old in Jeonrabukdo. The results were as follows. First, in the case of the boys, there was significant relationship between their self concept of language, the parent relationship and an intimate teacher-child relationship. The self-concept of body and the teacher-child relationship of conflict were positively correlated. In the case of the girls, there were significant relationships between the self concept of body, language, the parent relationship, friends' relationship and the general and intimate teacher-child self-concept. The self-concept of mathematics and conflictive teacher-child relation were positively correlated. Second, there were significant relationships among the sub variable of leadership and an intimate teacher-child relationship. However, prosocial leadership, directedness and a conflictive teacher-child relationship were negatively correlated in the case of the boys. Third, the teacher-child relationship was affected by leadership more than the self concept, and prosocial leadership was highly related in boys and girls.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.2
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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.

• Journal of Agricultural Extension & Community Development
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• v.12 no.1
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• pp.69-81
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• 2005

The objectives of this study were to measure role conflict of 4-H leaders and to verify the differences of role conflict and self-efficacy according to individual characteristics. The data were collected from 99 leaders who took charge of guiding 4-H youth organization in school as teacher advisor. The statistical techniques used for this study were frequency, t-test, one-way analysis of variance and correlation. The major findings of this study were as follows; 1) The 4-H leaders had some role conflict and role ambiguity in guiding youth activities in the school. 2) The leader advisor group with teaching experience of $5{\sim}9$ years showed higher role conflict and lower role ambiguity. 3) The 4-H leaders with age over 45 felt higher role conflict and lower role ambiguity. 4)The leaders' self-efficacy was positively correlated with self esteem, and negatively associated with role ambiguity.