• Journal of Korea Entertainment Industry Association
• /
• v.15 no.6
• /
• pp.141-151
• /
• 2021

The purpose of this study was to investigate the pre-service early childhood teacher's sense of humor, emotional intelligence on their teacher efficacy. The subjects of this study were 253 pre-service early childhood teachers in Seoul and Gyeonggi province. The statistical analysis of this study was analyzed using the SPSS V. 22.0 program. The result of the study is summarized as follows. First, in terms of the result for general trends in sense of humor, emotional intelligence, and teacher efficacy were found to be above normal. Second, the result of the current study reveals that the sense of humor, emotional intelligence, and teacher efficacy was correlated. Also, there was a statistically significant positive correlation between the sense of humor, emotional intelligence, and teacher efficacy. Third, it was found that the 'creation of humor', 'humor preference' of sub-factor in the sense of humor, and 'to perceive other people's emotion' of sub-factor in emotional intelligence affected the early childhood pre-service teacher's teacher efficacy. Therefore, it is necessary to promote both sense of humor and emotional intelligence in order to enhance the teacher efficacy in pre-service early childhood teachers.

• Journal of the Korea Convergence Society
• /
• v.8 no.6
• /
• pp.171-180
• /
• 2017

This study was executed to verify the effects of individual and environmental characteristics of secondary-school teachers on teacher efficacy and job satisfaction. To do so, a survey of teacher efficacy and job satisfaction was conducted to 696 man and woman teachers from 55 secondary schools in Gwangju and Jeonnam province, and then the results of the survey were analyzed. In this study, teacher efficacy was composed as four factors: sense of calling, teaching-learning, colleague relation and school organization. And job satisfaction was categorized as three factors: job relation, compensation system and working environment. The Multivariate analysis results showed a significant difference in teacher efficacy and job satisfaction according to teachers' individual characteristics and working environment. Conclusively, teacher efficacy and job satisfaction are complicated factors formed by teachers' individual and environmental characteristics. To improve secondary-school teachers' teacher efficacy and job satisfaction, it is necessary to develop training and education programs reflecting individual and environmental characteristics.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.9
• /
• pp.331-337
• /
• 2020

study analyzed the relationship between ChildCare Teachers' Office Stress on Happiness with Teacher Effectiveness. A survey was conducted on 243 childcare teachers in J area. The collected data was analyzed using the JAMOVI program to analyze the mediated effects and technical statistics. Results found that office stress, teacher efficacy, and sense of happiness of childcare teachers were found to meet the normality assumption. Second, the analysis of the relationship between office stress, teacher efficacy, and happiness showed a statistically significant negative correlation between administrative stress and teacher efficacy and happiness and teacher efficacy showed a significant positive correlation. Higher office stress led to less teacher effectiveness and happiness, and higher happiness led to higher teacher effectiveness. Third, office stress is a significant predictor of happiness and teacher's efficacy. In conclusion, office stress should be considered important in terms of happiness and teacher effectiveness and the direction of improvement in the treatment of child care teachers was suggested.

• Journal of Convergence for Information Technology
• /
• v.9 no.9
• /
• pp.147-157
• /
• 2019

This research is analyzed the effect of teacher's sense of efficacy from childcare teacher on happiness. The aim is to verifying the interactional medium effect and regulating the result of job stress regulating result between teacher and children. Therefore, the 7th of survey data from Panel Study on Korean Children was referenced in this paper. The respondents of this data are 348 children who just 5 years old and those teachers in. The final results were verified by adopting hierarchical analysis. Likewise, the results also showed the medium effect by the sobel test. Based on the results, it was shown that firstly, the teacher's sense of efficacy from childcare teacher has a positive impact on happiness. Secondly, there is a medium effect creating by interacted between teacher and children. Thirdly, the influence between happiness and the teacher's sense of efficacy lead to regulating the result of job stress. Hence, for increasing the happiness of childcare teacher, it is necessary to seek a program with practicality.

• Human Ecology Research
• /
• v.60 no.1
• /
• pp.87-98
• /
• 2022

This study examined the relationships between teacher variables that improve the efficacy of the play teaching of infants and toddlers following a play-oriented curriculum. The participants were 287 infant teachers. The results were as follows. First, the independent variables had a significant effect on the efficacy of play teaching, teacher-infant interaction, and classroom environment. Second, the mediating effects of teacher-infant interaction and classroom environment on the effect of independent variables on the efficacy of play teaching were as follows. The interaction mediating effect between professionalism and play belief was significant, but teaching creativity was found to be significant. In the mediating effect of the classroom environment, expertise, play belief, and teaching creativity were found to be significant. Third, both teacher-infant interaction and the multimedia effect of the classroom environment were statistically significant in mediating the effect of independent variables on the efficacy of play teaching. These results provide basic data on the necessity for teacher education to explore ways to improve teachers' sense of efficacy in teaching play and their teaching skills.

• Korean Journal of Child Education & Care
• /
• v.19 no.2
• /
• pp.129-143
• /
• 2019

Objective: The purpose of the present study is to develop a teacher efficacy scale of early childhood teachers and explore the validity and reliability of it. Methods: As the first step of this research, 17 teacher efficacy factors were extracted from previous studies on related areas and a survey from directors, teachers, and professors. The preliminary 83 items applicable to the chosen factors were developed and revised through content validity test from seven early childhood professionals, pilot test, item correction, main survey, and exploratory and confirmatory factor analyses. Four hundred seventy one teachers working in a kindergarten or day care center participated in this study. Results: The teacher efficacy scale for early childhood teachers was finalized with 3 factors and 23 items. The teacher efficacy scale was composed of 16 items in teaching competence, 4 items in interpersonal relationship, and 3 items in a sense of calling. Conclusion/Implications: In this study, the valid and reliable teacher efficacy scale was developed. This scale might be a useful tool to develop the further studies in the topics of teacher efficacy and teacher education by analyzing the relationship between efficacy of early childhood teachers and other variables.

• Journal of Convergence for Information Technology
• /
• v.10 no.1
• /
• pp.169-177
• /
• 2020

The purpose of this study is to find ways to enhance the effectiveness of childhood teachers by recognizing both internal and external variables that affect their efficacy. Based on prior research, personality characteristics were selected as internal variables that affect the sense of teacher efficacy and social support was selected as external variables to set the effect of personality characteristics and social support on the efficacy of childhood teachers as research issues. 285 teachers from kindergartens and daycare centers located in Daegu and Gyeongsang-bukdo Province were selected for the study. The analysis of data was conducted using the SPSS 22.0 program to examine the general characteristics of the study target, and the analysis was conducted stepwise to look at the influence of each of the variables on the teacher's. Personal teacher efficacy is shown to affect Conscientiousness, nervousness, openness to experience, and evaluation support among personality characteristics, and Conscientiousness, Agreeableness and nervousness affect general teacher efficacy. The results of this study suggest that the character characteristics and social support of childhood teachers are among the variables that affect teacher efficacy.

• English Language & Literature Teaching
• /
• v.11 no.4
• /
• pp.139-166
• /
• 2005

The aim of this study was to examine the effects of remedial instruction on self-efficacy improvement in elementary school students with low self-efficacy, which may have been formed through negative experience with learning such as poor performance and poor grades. Nine 6th grade students with low self-efficacy were selected for the present study. A remedial class was set up and instruction was given once a week for 14 weeks. The purpose of the remedial class was to give the students a positive experience with English learning and have students reflect on their achievement. The contents and class activities were adjusted to the subjects' English abilities and also closely related to those of the regular classes so that students could have more confidence during regular English classes. The data were collected from a test of self-efficacy in English learning, achievement tests given before and after the experiment, achievement tests after each lesson, a general self-efficacy test, a basic questionnaire, interviews, journals, and students' self-evaluation. The results showed that the remedial instruction was very successful in providing students with a sense of achievement and improving students' self-efficacy in English learning. However, this study failed to find significant improvement in general self-efficacy tests and achievement tests given before and after the experiments. A longer period of remedial instruction may have been necessary to obtain more concrete results from the variety of data collected.

• Korean Journal of Child Studies
• /
• v.33 no.5
• /
• pp.221-246
• /
• 2012

This study was conducted in order to develop an aptitude test for child care teachers (ATCCT) and to analyze it in terms of both validity and reliability. The main participants in this study consisted of 710 pre-service child care teachers. The results of factor analysis identified 7 factors and 56 items which were selected from 121 items in the original scale. The seven factors were as follows; interpersonal relationship management abilities, receptiveness and responsiveness to children, creativity and personal development, the ability to form close relationships with children, the ability to supervise child safety, the sense of duty, and positive emotions. The four factors were related to social relationship. Criterion-related validity was established by using correlations between the ATCCT and the TSES (Teacher Self-efficacy Scale). The internal consistency was found to be relatively high (Cronbach's ${\alpha}$ = .94) and test-retest reliability was also established (r = .53). In addition, there were differences among pre-service child care teacher groups according to both relative levels of education and courses taught.

• The Journal of Korean Society for School & Community Health Education
• /
• v.7
• /
• pp.1-17
• /
• 2006

Background: School is a primary health education setting for adolescents and the continuous support should be provided to renew school health education curriculum correspondent to cultural changes in Korean society. Objectives: This study was conducted to identify the principals and teachers' health education needs for their students and to analyze their conceptual map for health education curriculum at school. Methods: The sample size of the preliminary study was 321 of the teachers in elementary, middle, and high school, and that of the main study was 355 middle school principals and teachers over the country. The self-administered mailing survey was conducted to collect the available health education topics in the preliminary study, to identify the factor structure of the health education topics and to analyze the conceptual properties on health education with exploratory factor analysis and multidimensional scaling analysis in SPSS 12.0. Results: A total of 21 health education topics were collected from the preliminary survey and 31 topics were, comprehensively, generated for the main survey. In exploratory factor analysis, seven factors were generated in 1.0 or greater Eigen value standard. The seven factors were 'life health promotion,' 'disease prevention and drug control,' 'bulling and aggression prevention,' 'injury and sexual harassment prevention,' human-efficacy and regulation,' 'health protection for adolescence,' and 'alcohol and tobacco control.' The educational need scores were the highest in 'human-efficacy and regulation' and 'injury and sexual harassment prevention.' The two-dimensional cooperates were generated for the 31 health education topics and the two dimensional properties which divided the conceptual space were 'health-safety' for one and 'public/environmental-individual/personal' for the other. That is, middle school principals and teachers primarily, understand the health education curriculum in the sense of 'health vs. safety' and 'public/environmental vs individual/personal.' Conclusions: Health education curriculum and textbook should be developed based on teachers' needs and conditions for health education in school fields. The field-based health education programs or textbook would make more possible problem-solving health education for youth in real school fields.