• Korean Journal of Childcare and Education
• /
• v.9 no.5
• /
• pp.109-129
• /
• 2013

This study examined the relationship between perceived participation in decision making and turnover intention among early childhood teachers and tested whether teachers' organizational commitment was a mediating factor. The subjects were 193 early childhood teachers working in day care centers in the Incheon and Gyeonggi-do areas. All valuables were measured by teacher questionnaire. The collected data were analyzed using Manova and Path analysis. The main results of this study were as follows. Firstly, there was a significant difference in perceived participation in decision making, organizational commitment and turnover intention among teachers according to only the type of day care center. Secondly, teachers' participation in decision making was positively related to organizational commitment while both of them were negatively related to turnover intention. Finally, teachers' organizational commitment fully mediated the relationship of participation in decision making to turnover intention. These findings could provide supporting evidence for measures to improve a working environment for early childhood teachers.

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

• The Korean Journal of Emergency Medical Services
• /
• v.15 no.3
• /
• pp.81-96
• /
• 2011

Purpose : The purpose of this study was to analyse early childhood teachers' perspectives and actual conditions of earthquakes and tsunami safety education. Methods : A total of 119 teachers were recruited from kindergarten and child-care center located in J city, all of whom gave consent to take part in these research. The data have been collected for 45 days from May to July in 2011. The data was analyzed by SPSS (version 17.0) and chi-square test. Results : The results of this study are summarized as follow. 1. 97.5% of the subjects considered earthquakes and tsunami safety education necessary, however, only 34.6% of them were given the education related to earthquakes and tsunami. 2. 63.9% of the early childhood teachers provided children in the kindergarten or childhood center with earthquakes and tsunami safety education, however, 30.3% of them were found to be without any experiences of earthquakes and tsunami safety education. 3. 68.5% of the teachers were informed earthquakes and tsunami safety knowledge. 4. 35.0% of respondents answered that the single session of earthquake and tsunami education was not efficient, thus expecting to receive continuing education. Conclusions : The study suggested that more teachers necessarily provide earthquake and tsunami safety education to reduce children's mortality rate in earthquakes and tsunami. The education program should be developed and systematized to improve teacher's knowledge. Moreover, the program should be continuously provided to teachers and children in the kindergarten or childhood center.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.12 no.4
• /
• pp.1646-1653
• /
• 2011

This research is to analyze what kinds of relationships exist between child care teachers' concerns and their role in improving children's creativity and their teaching efficacy. There are two research questions. First, what kind of relationship is shown between child care teacher's concerns and their role in improving children's creativity? Second, what kind of relationship can be shown between child care teacher's concerns and their teaching efficacy? A survey was carried out with 156 public kindergarten teachers in the J region to research these questions. The conclusions are as follows: First, child care teachers' concerns and their role in improving children's creativity had a static correlation in total as well as in part. Second, child care teacher's concerns and their teaching efficacy had a static correlation in total as well as in part. In this study, we have concretely discussed the content and methods of child care teachers' education by analyzing child care teachers' requirements.

• International Journal of Advanced Culture Technology
• /
• v.8 no.3
• /
• pp.206-210
• /
• 2020

The purpose of this study is to find out the specific needs of 1st graders for parents and homeroom teachers. The research questions of this study are as follows. Research question 1. What does 1st grader want from parents? Research question 2. What does the 1st grader want for the homeroom teacher? There were 31 participants. Data collection was conducted by focus group interview. Requests for parents are summarized as 'what 1st graders want from parents', and requests for teachers are summarized as 'what 1st graders want from homeroom teacher'. As the detailed topics of 'What 1st graders want from parents' are 'I have too much work to do, so I want to reduce it', 'Don't just scold me' 'Like in kindergarten, play with me' and 'I'm so hard. Take care of me'. As the detailed topics of 'what 1^st graders want from homeroom teacher.' are 'At first it was exciting', 'Scary teacher, I hate it', 'Friendly teacher, good', 'Teacher, please praise me' and 'Teacher, please teach me fun'. We revealed that the emotional support of parents and homeroom teachers is important for 1st graders to successfully adapt to elementary school.

• Korean Journal of Childcare and Education
• /
• v.11 no.4
• /
• pp.127-146
• /
• 2015

This study is to examine the metaphor of pre-service early childhood teachers for the children with disabilities through the disability studies perspective. For this purpose, 213 pre-service early childhood teachers who were the students of universities in Busan and Gyeongnam area were selected as target objects, and data were collected from Sep. 15 to 29, 2015. The collected data were categorized and quantified based on the systematic metaphor analysis. As a result, the metaphor for the children with disabilities of pre-service early childhood teachers were categorized into 4 types such as medicine-limit type, medicine-diversity type, society-limit type and society-diversity. The result of this study would be utilized as basic data required for consideration with regard to the direction of integrated education and for increasing the professional speciality of teachers who perform the integrated education in the training course for pre-service early childhood teachers.

• Korean Journal of Childcare and Education
• /
• v.10 no.1
• /
• pp.59-79
• /
• 2014

The purpose of this study was to make an analysis of the conceptual diagrams of early childhood teachers about education for happiness in an effort to suggest the possibility and guidelines of this education. The subjects in this study were 100 teachers at kindergartens and daycare centers located in the city of Busan and South Gyeongsang Province. Out of them, 50 teachers each were selected from the kindergartens and the daycare centers. The conceptual diagrams drawn up by the early childhood teachers were analyzed to find out the numbers of superordinate concept, the number of content element, characteristics, hierarchy and density. The findings of the study were as follows: First, as for the content of education for happiness, superordinate concepts appeared 364 times in the conceptual diagrams of the kindergarten teachers, and there were 21 superordinate concepts overall in their diagrams. Second, concerning the content of education for happiness, superordinate concepts appeared 296 times in the conceptual diagrams of the daycare center teachers, and there were 18 superordinate concepts in total. The findings of the study showed that the kindergarten teachers had a better knowledge on the concept of education for happiness than the daycare center teachers, and that there was a difference between the two groups in what they considered valuable in relation to the content of education for happiness.

• The Journal of the Korea Contents Association
• /
• v.17 no.4
• /
• pp.629-644
• /
• 2017

Purpose: This research aims at exploring what early childhood teachers experienced in the teachers' community for the national-level curriculum implementation while participating in group consulting. Method: The participants were 10 teachers working at the day care centers located in the capital area. They had joined this study for 9 months, sharing and practicing various strategies related to curriculum implementation through community-based group consulting. Result: First, the teachers came to understand the frame of curriculum from a different point of view. Second, the teachers focused not only on the contents of education but on the methods of education, and shared the forest of feasibility crossing educational plans and the reality. Third, they found various methods to solve the problems and learned transformation ways in the context of curriculum implementation. Fourth, it was verified that nevertheless, there was still complicated and situational dilemma in curriculum implementation. Conclusion: The community-based group consulting was meaningful for the early childhood teachers because it enables them to enhance their professional techniques for the curriculum implementation.

• Korean Journal of Childcare and Education
• /
• v.13 no.1
• /
• pp.185-200
• /
• 2017

Objective: This study was conducted to investigate the effects of early childhood teachers' teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics on their teaching intention of mathematics. Methods: A total of 266 early child teachers in Busan participated in this study. They completed a set of question naires which consisted of questions about teaching beliefs, mathematics teaching efficacy, pedagogical content knowledge of mathematics, and the teaching intention of mathematics. The collected data were analyzed using the SPSS program. Results: First, we observed several positive correlations among the four variables. Second, we found that early childhood teachers' constructive teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics had effects on their teaching intention of mathematics. The knowledge about teaching-learning methods for mathematics among the subcategories of pedagogical content knowledge of mathematics was observed as the strongest predictor for the teachers' teaching intention. Conclusion: We need to take more interest in the pedagogical knowledge about teaching-learning methods of mathematics in teacher training courses in order to enhance teachers' teaching intention of mathematics. As a result, this will makea contribution to high quality math education for young children.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.3
• /
• pp.149-156
• /
• 2019

This study investigated the effects of academic self-efficacy and resilience on perception of professionalism. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform MANOVA and Multiple Regression Analysis. (1)The self-regulatory efficacy was significantly different according to grade and experience of child care practice. (2)The control and sociality, positivity were significantly different according to grade and experience of child care practice. (3)The perception of professionalism was significantly different according to grade and experience of child care practice. (4)The self-regulatory efficacy and the difficulty preference affected perception of professionalism. (5)The positivity and control affected perception of professionalism. This study indicated that it is necessary to make efforts for increasing perception of professionalism in pre-service early childhood teachers.