• 아동학회지
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• 제21권2호
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• pp.189-212
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• 2000

This study investigated the adaptability of 3rd grade children in Taejon who had started first grade at 5 years of age. Subjects were 64 third grade children, half of whom had started first grade at 5 years and half at 6 years of age. Thirty-four parents and 36 elementary school teachers were also sampled. The General Intelligence Test, the Learning and Thinking Ability Test, and the Socio-Emotional Development Checklist were administered to the children. Parents and Teachers responded to the Questionnaire on the Adaptability of Early Entrance Children. There were no statistically significant differences between children who started first grade at 5 and those who started at 6 years of age in their Intelligence scores, Learning and Thinking Ability scores, and the Socio-Emotional Development scores. Parents as sell as teachers felt that the early entrance system was positive for children.

• 한국보육지원학회지
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• 제12권2호
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• pp.57-72
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• 2016

The purpose of this study was to examine the influence of teachers' vocational aptitude and sense of responsibility on their teaching efficacy in early childhood education and care. 259 teachers in ECEC were recruited from 19 daycare centers and the data were analyzed through frequency, percentage, Pearson's correlations, and stepwise regression using SPSS 18.0. The findings are as follows. First, teachers' teaching efficacy was significantly different according to their age, the number of years of teaching experiences, and education levels. Second, all degrees of teachers' vocational aptitude, sense of responsibility, and their teaching efficacy were higher than the median points. Second, teachers' efficacy relating with running class was affected most by the ability of safe management in vocational aptitude, and teaching methods in sense of responsibility. For teachers' efficacy relating to teaching, acceptability/sensitivity in vocational aptitude and motivation had the most impact. The implication was discussed in order to figure out the ways to increase teachers' efficacy.

• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.326-331
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• 2004

In this study, the relationships among self-directed learning ability, science teaching efficacy beliefs (personal science teaching efficacy and science teaching outcome expectation), life satisfaction, job satisfaction, and other background variables of elementary school teachers were investigated. A survey was administered to 234 teachers from 25 elementary schools in Jeonju. It was found that self-directed learning ability of the teachers was significantly correlated with their personal science teaching efficacy, science teaching outcome expectation, life satisfaction, job satisfaction, and age. A stepwise multiple regression analysis revealed that personal science teaching efficacy, life satisfaction, science teaching outcome expectation, and age were the significant predictors on their self-directed learning ability.

• 아동학회지
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• 제21권1호
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• pp.73-83
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• 2000

The purpose of this stud was to examine age and gender differences on children's self-concept and agreement between children's self-concepts and inferences by their fathers, mothers and teachers. The subjects for this study were 342 children from kindergarten (n=149) and second grade (n=193), and theirs fathers, mothers and teachers. The results of this study indicated that there was a significant difference among self-concepts by age, but no significant difference by sex. Also, there was no agreement between kindergarteners' self-concepts and inferences by their fathers, mothers and teachers. For second graders, however, noticeable agreement was found, especially between mothers and children.

• 한국보건간호학회지
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• 제22권2호
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• pp.186-199
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• 2008

Purpose: To assess the health behavior practices and related factors among married women teachers. Methods: A descriptive correlation research design was employed. The subjects were 216 married women teachers who were conveniently sampled from 14 elementary schools, two middle schools and one high school. The data were collected using structured questionnaires and were analyzed via $x^2$-test, t-test, and logistic regression. Results: In terms of health behavior practices, 48.8% of subjects exercised more than once per week, 61.9% were consumers of alcohol, all of the subjects were non-smokers, 39.5% practiced healthy eating habit and 35.5% got an appropriate amount of sleep. In our logistic regression analysis, the significant factors affecting exercise practice were marriage years, and personality type. Factors affecting alcohol consumption were school grade and factors affecting eating habit were personality type, and school grade. Age was the only factor influencing adequate sleeping hours. Conclusion: We determined that each of the health behavior practices of married women teachers varied considerably in accordance with age, personality type, school grade, duration of work, and job stress, job satisfaction. The findings provide information that should be useful for the development of an integrated health promotion program for married women teachers.

• 한국생활과학회지
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• 제14권3호
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• pp.387-399
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• 2005

The purpose of this study is to investigate the differences of early childhood teachers' job satisfaction and burnout by variables and to analyze the relationship between the two subject matters. Then this study will serve to improve overall quality of early childhood education through fair comprehension about them. We surveyed 333 teachers in total, 171 public/private kindergarten teachers and 162 preschool teachers. A questionnaire by ECJSS of Jord-Bloom(1989) and Fleischer(1985) was used to measure the degree of job satisfaction, along with the version MBI(Maslach Burnout Inventory) by Maslach and Jackson(1981), adjusted by An, youngkil(I992) and Seo, jiyoung(2002), to check the degree of burnout. It was found that job satisfaction was higher among the surveyees of old age or with more education/less working hours. Small salaries, however, was one of the causes of low job satisfaction. Emotional burnout was shown in the surveyees of old age or with good education/career records. On the other hand, exhaustion from a lack of accomplishment was shown in single, young and low paid teachers. Thus, burnout and job satisfaction had a highly negative coefficient of correlation, meaning that job satisfaction gets high when burnout gets low.

• 한국지역사회생활과학회지
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• 제19권1호
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• pp.45-54
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• 2008

The purpose of this study was to identify the relationships between early childhood socioemotional development and day care experience and daycare quality. The subjects were 116 children, age 5 years old, from 17 daycare centers. The teachers at the 17 daycare centers rated the quality of their facility while the mothers of the 116 children assessed their children's socioemotional development. Daycare experience was composed of: the time period, hours per day, and the child's starting age at enrollment in daycare. Daycare quality was measured by questionnaire developed by Park(1995). Children's socioemotional development was rated by K-CBCL (Oh et al. 1997). The results were as follows. First, starting daycare experience less than 2 years of age, attending more than 6 days per week, and attending more than 8 hours per day of daycare experience were negatively related with children's development. Second, quality of daycare such as child-centered curriculum, abundant interaction between teachers and parents, opportunity for continuing education of teachers, higher levels of rewards and incentives for teachers, and the provision of nutritious food were positively related to the children's development.

• Journal of Preventive Medicine and Public Health
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• 제34권4호
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• pp.444-446
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• 2001

Objectives : Toxoplasmosis is a member of the zoonosis group and may cause congenital infection . Antibody positive rates of toxoplasmosis were examined in high school students in Cheju, Korea to facilitate the study aim of examining the seroprevalence of Toxoplasma gondii in school teachers of child-bearing age in Cheju Island. Methods : The study population comprised teachers of child-bearing age in primary, middle and high schools, aged 35 years and younger, who wished to be tested for Toxoplasma gondii antibodies (IgG) by the indirect latex agglutination test (ILA) and the enzyme-linked immunosorbent assay (ELISA) method. Results : The overall antibody positive rate was 3.8% in the study subjects (n=314), a rate which showed no significant difference due to birth place, history of bringing up pets, or history of contacting a cat. Conclusion : We confirmed that the seroprevalence of Toxoplasma gondii in a population of child-bearing teachers in Cheju Island was the same as that previously reported in other parts of Korea.

• 한국보육지원학회지
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• 제15권4호
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• pp.1-20
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• 2019

Objective: This study was conducted to examine the mediating effects of play teaching efficacy in the relationship between the organizational health of teacher workplaces and the creative personality of the teachers. Methods: The Pearson product-moment correlation analysis and one-way ANOVA were conducted for data analysis using SPSS 25.0. For mediating analysis, Baron & Kenny's (1986) multiple regression analysis using SPSS 25.0 and the Sobel test were also implemented. Results: There were significant differences in the organizational health of the workplaces according to age, years of working experience, type of workplace, and daily working hours. For play teaching efficacy, there were significant differences according to age, education level, years of working experience, type of workplace, and daily working hours of the teacher. On the other hand, significant differences were found in terms of age and education level in relation to the teacher having a creative personality. Play teaching efficacy was found to have a full mediation effect on the relationship between the organizational health of the workplace and the creative personality of the teacher. Conclusion/Implications: The organizational health of the workplace and play teaching efficacy should be improved in order to enhance the creative personality of teachers in early childhood education.

• 아동학회지
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• 제30권6호
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• pp.473-488
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• 2009

This research studied occupational view and perceptions of career education for elementary school by elementary school teachers and parents. Questionnaires were administered to 113 teachers and 523 parents. Data were analyzed by ${\chi}^2$ and t-test. Results showed statistically significant differences in teachers' occupational view by sex, educational background, field experience in elementary school, and experience of inservice teacher education; statistically significant differences in parents' occupational view by sex and age; statistically significant differences between teachers and parents in occupational views; and statistically significant differences between teachers and parents in perceptions of career education. Occupations providing stable livelihood were preferred by parents, by male teachers, teachers with masters' degrees, and by teachers whose education had included inservice training.