• Korean Journal of Human Ecology
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• v.24 no.2
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• pp.149-157
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• 2015

The purpose of this study was to investigate the influence of teachers' covert narcissism and supervisors' servant leadership on teachers' organizational cynicism. The subjects were 279 teachers employed in childcare centers in K Province. Data was collected by questionnaires, which required self-report by teachers. The collected data were analyzed by mean, standard deviation, Pearson's correlation, hierarchial regression, by using SPSS Win 19.0. The results of our study was as follows. First, main effects of teachers' covert narcissism and supervisors' servant leadership on teachers' organizational cynicism was observed. teachers' covert narcissism was positively associated with teachers' organizational cynicism. and supervisors' servant leadership was negatively associated with teachers' organizational cynicism. Second, supervisors' servant leadership was a better predictor of teachers' organizational cynicism than teachers' covert narcissism. Finally, interaction effects of teachers' covert narcissism and supervisors' servant leadership on teachers' organizational cynicism was not observed.

• Korean Journal of Human Ecology
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• v.22 no.6
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• pp.547-557
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• 2013

The purpose of this study was to investigate the relationship between directors' servant leadership, teachers' organizational citizenship behavior and psychological empowerment in childcare centers. The subjects were 479 teachers employed in childcare centers in Daegu and Gyeongbuk Province. Questionnaires, which required self-report by teachers, were used to investigate directors' servant leadership, teachers' organizational citizenship behavior and psychological empowerment. The collected data were analyzed by mean of Pearson's correlation, simple regression, hierarchial regression, by the use of SPSS Win 19.0. The results of our study was as follows. First, directors' servant leadership had a direct effect on teachers' organizational citizenship behavior. Second, teachers' psychological empowerment had a direct effect on teachers' organizational citizenship behavior. Third, directors' servant leadership had an indirect effect on teachers' organizational citizenship behavior mediated by teachers' psychological empowerment. Therefore, teachers' psychological empowerment partially mediated the relationship between directors' servant leadership and teachers' organizational citizenship behavior.

• Korean Journal of Human Ecology
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• v.17 no.2
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• pp.223-233
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• 2008

The purpose of this study was to find out conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum. The following research questions were established in order to achieve this purpose. First, Is there any differences in conflict of preservice teachers according to their personal variables? Second, Is there any differences in the role recognition and performance of cooperating teachers according to their personal variables? Third, Is there any differences in conflict of preservice teachers according to the role recognition and performance of cooperating teachers? The subjects of this study were 214 pairs of cooperating teachers who taught preservice teachers. The data were collected with the role recognition and performance of cooperating teachers and conflict of preservice teacher instrument and analyzed by t-test and ANOVA using SPSS 14.0 software. The results show that there was significantly difference conflict of preservice teachers according to their personal variables. Second, there was significantly differences the role recognition and performance of cooperating teachers according to their personal variables. Third, there was significantly differences conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum.

• Journal of the Korean Home Economics Association
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• v.46 no.4
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• pp.25-35
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• 2008

The purpose of this study was to investigate the relationship pattern among the children's negative and aimless behaviors, and the variables related to teachers (characteristics, stress, efficacy, and quality of teachers' behaviors). Subjects were 190, 5 year-old children and 48 teachers at 45 child care centers. The children's negative and aimless behaviors were observed with time sampling method. The quality of teachers' interaction behaviors was rated by the Assessment Scales for Day Care Programs during the free play activities. Teachers responded to the Scale for the Teachers' Job Stress and Teachers' Efficacy. The data were analyzed with descriptive statistics, Pearson's correlations, multiple regressions, and partial correlations. The results were as follows. The teachers' experience and the quality of teachers' behaviors significantly explained the children's negative behaviors. The quality of teachers' behaviors significantly explained the children's aimless behaviors. Lastly, the quality of teachers' behaviors mediated the relationship between the teachers' job stress and the children's aimless behaviors.

• Journal of Korean language education
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• v.29 no.2
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• pp.101-123
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• 2018

The purpose of this paper is to develop a training program for overseas Korean language teachers focus on preservice teacher. This thesis based on the 2017 Korean Language (prospective) Teacher Overseas Dispatch and Practical Training Assistance Project (Almaty, Kazakhstan region). The present task established prospective teachers, career teachers, and local teachers as the targets of each assignment. We focused on developing a program that could match each of these characteristics. For prospective teachers, the program was designed and conducted with the goal of "improving real expertise through practical training," whereas for career teachers the program was developed with the goal of "improving leadership" and "retraining teachers" by focusing on their abilities as middle managers to build and maintain foreign and domestic networks. For local teachers, the goal was to provide "retraining as Korean language teacher certification". The limitations of those unable to attend domestic meetings were alleviated through training, workshops, and meetings, and a program was developed for real education practical training. For prospective teachers and career teachers in particular, the program was designed to center on a system of collaboration in which classes based on international Project Based Learning(iPBL) were conducted, and groups prepared practical training and practice modules.

• Research in Mathematical Education
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• v.15 no.2
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• pp.197-208
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• 2011

By using the recording and quantitative analysis of two videos about "The multiplication and division of the Fractions" and the "Flanders Interaction Analysis System," we classified the teachers' language of instruction in algebra classroom and also analysis the language of instruction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers' language of instruction is high and vary in types, most of the teachers' language is teachers' question; (2) In the different teaching process, the proportion of time was taken in teachers' language of instruction is different; (3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers' language is different; (4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers' questions are the main teachers' language of instruction.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.10
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• pp.347-357
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• 2020

This research aims to shed light on the technology adoption process and its drivers in the Vietnamese educational system. Research data was collected with an online questionnaire from more than 600 teachers in primary schools, secondary schools, high schools, colleges, and universities in Vietnam in 2020. Based on a holistic literature review, we develop a model of two extrinsic factors (global needs and school-infrastructure), and two intrinsic factors (teachers' technological literacy and their beliefs), which are correlated with the teachers' technological adoption. We measure the dependent variable by asking the teachers' ability and their efficacy to implement technology in teaching according to a Likert scale. With the support of SPSS_22 and STATA_2015, we find that over 70% of changes in technology adoption are explained by the changes in four independent variables and three control variables related to age, gender, and teaching-level of the teachers. Furthermore, these independent variables are significantly and positively associated with two dependent variables. However, a significant difference in technology integration ability can be seen among teachers' gender, age, and school-level. Specifically, male teachers seem to adopt technology at schools than female teachers better, and university teachers have the lowest level of technology adoption compared to other school-level teachers.

• Child Health Nursing Research
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• v.10 no.1
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• pp.29-36
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• 2004

Purpose: This study was attempted to find out the actual conditions of drug education among the elementary school teachers. Method: 468 teachers consists of nurse-teachers 175, class-room teachers 240 and athletics teachers 53 of the elementary schools in Pusan city were subjected for this study. The period was December 23th through December 28th, 2002 and collected data was analyzed by SPSSWIN program using frequency, percentage, mean, standard deviation and ANOVA. Result: The results of this study were as follows: 1. The average point of nurse-teachers performance(2.11) was higher than that of class-room teachers(1.37) and athletic teachers(1.56). 2. Practical difficulties of drug education was no system in the curriculum for nurse-teachers(22.9％), insufficient expert knowledge for class-room teachers(26.3％) and a lack of education materials for athletics teachers(37.7％). For more effective drug education, 25.7％ of nurse-teachers hope to have more organized curriculum presentations, class-room teachers(24％) and athletics teachers(22.7％) hope that more various education materials will be developed. Conclusion: Based on this results, drug education contents is needed to supplement a drug use prevention program.

• Research in Mathematical Education
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• v.3 no.1
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• pp.23-34
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• 1999

This paper presents a summary of the Scientific Research Training (SRT) in Liaocheng Teachers University, which is a representative of normal universities and teachers' colleges in China. There is a survey on the situation of SRT in China systematically and historically. Tentative ideas about SRT in future are targeted at the teachers and heads of departments in China.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.103-120
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• 1996

In this study, the ways to improve the processes of training, employing and retraining secondary science teachers were investigated by a survey method. Particularly, the following five aspects of the processes were questioned to three major groups of people relevant to school science. A total of 384 responses (from 156 university teachers, 168 secondary science teachers and 64 student teachers) were analyzed through the frequency-analysis and crosstab-analysis of SPSS/$PC^+$ programme. The results of this study can be summarized as follows: (1) middle-school science teachers and high-school science teachers are needed to be trained separately in different systems, (2) the proportions of the faculty members majoring science education and science studies in the departments for science education are needed to be increased, (3) the proportions of the courses related to science education and general sciences in university curriculum are need to be increased, (4) the period of teaching practice in schools during university time should be increased up to five or six weeks, (5) the proportions of science education and general sciences in the examination for science teachers' employment should be increased and the examination should have more subjective type questions, and (6) the programmes for retraining science teachers should have more contents on science education which are directly relevant to school science.