• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.29-52
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• 2021

Objective: The purpose of this study was to investigate the mediating effects of the parent-teacher trust relationship and cooperative behavior in the relationship between the emotional intelligence of infant teachers and their play teaching efficacy. Methods: A total number of 216 teachers in charge of infants under the age of two at childcare centers located in H, Y, and O cities in Gyeonggi-do participated in the survey. Using SPSS 23.0 and AMOS 22, descriptive statistics, correlation and structural equation model were analyzed. Results: First, the emotional intelligence of infant teachers had a direct effect on play teaching efficacy. Second, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher's trust relationship. Third, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher cooperative behavior. Fourthly, it was found that the parent-teacher trust relationship and cooperative behavior were mediated sequentially in the influence of the emotional intelligence of infant teachers on play teaching efficacy. Conclusion/Implications: The results of this study emphasize the importance of improving the emotional intelligence of teachers and the trust and cooperation between parents and teachers in order to increase the ability of early childhood teacher's play teaching efficacy.

• Korean Journal of Culture and Social Issue
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• v.10 no.2
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• pp.103-137
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• 2004

This study examines the basis of trust in relationships by adolescents and their parents using the indigenous psychological approach. Using the indigenous methodology, adolescents were asked the reasons why they trusted their mother, father, friends, and teachers. Parents were asked why they trusted their children, spouse and their children's teachers. A total of 1,737 participants completed an open-ended survey: 579 adolescents (274 middle school and 305 high school students) and their parents (579 fathers) and (579 mothers). The results indicate that adolescents trust their parents because of their sacrifice, followed by consanguinity (i.e., blood relationship), respect, their trust in me, dependability, and their advice and counseling. The reasons why adolescents trust their teachers is because of the academic guidance they provide, unconditional trust of teachers, their concern and care, respect for teachers, advice and counseling they provide, they are like parents, and because of their sacrifice for the students. The reasons for trusting their friends are as follows: Dependability, closeness, unconditional trust of friends, their understanding of me, and their emotional support. The reasons why parents trust their children are: Children's sincerity, honesty, consanguinity, parents' expectation and communication with the children, children's obedience, and since they are diligent in their schoolwork. The reasons for trusting one's spouse are reported to be sincerity, their sacrifice for the family, honesty, unconditional trust of a spouse, and because of mutual support. The reasons why parents trust their children's teachers are reported as follows: Unconditional trust of teachers, their sacrifice for the students, and their sincerity. There were no significant differences across the type of school and academic grades in terms of trust of parents. However, middle school students are more likely to trust their teachers, and high school students are more likely trust their friends. The male students rather than female students and those students with higher academic grades are more likely to trust their parents, friends, and teachers. For parents, there were no significant differences across age, sex, and educational status concerning the trust of their children, spouse, and children's teachers. There was a positive correlations between parents' trust of their spouse and children and their children's trust of their parents. There was also a positive correlations of mothers' trust of children's teachers and the children's trust of their teachers.

• Journal of the Korean Data Analysis Society
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• v.20 no.6
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• pp.3155-3167
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• 2018

The purpose of this study was to investigate factor of principals' trust in teachers which principals of secondary school recognized and to explore their needs on building trust in teachers. For this purpose, this study used survey question of which investigated conception of principals' trust in teachers and performed with 296 secondary school principals. First, gap of two statuses was proven by t-test. Second, the order of priority was presented by Borich model. Third, the result of the locus for focus model was presented in the form of coordinate plane. Lastly, top priority and the second priority were determined. The result of this study was as following. 'Class management, instruction, and caring for students' category is highest in needs of secondary school principals on trust in teachers. Next, second priority category is 'partnership with parents'. It means secondary school principals recognize that students and parents are most important on education and their trust in teachers. Based on the review, finding and implications are discussed.

• 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.

• Smart Media Journal
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• v.12 no.3
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• pp.85-92
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• 2023

This study was conducted to investigate the motives and effects of artists and teachers who participated in the ' Explore Life through Art' support project for school education by theme of culture and arts. As a result of research analysis using online survey and in-depth interview research method, it was found that both intrinsic and extrinsic motives have a complex effect on artists and teachers' motivation to participate in the project. As for the effectiveness of participating in the project, the trust between artists and teachers and the contribution of education were positive, but the trust and satisfaction with the institution were negative. In order to increase the effectiveness of the project, it is required to improve the operation and management of the operating institution. Motivation and effectiveness of project participation are important factors in improving the quality of a project, and it is hoped that this study will serve as a basis for practical discussions on the role of operating institutions and projects.

• The Journal of the Korea Contents Association
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• v.20 no.2
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• pp.416-423
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• 2020

This study examined parental education efforts on teacher confidence in parents of children attending elementary and middle school in Seoul. The effects of parents' educational efforts on teacher trust were examined to examine the mediating effects of parental school trust and local education satisfaction. The major findings of the study were as follows. First, parental education efforts had a positive (+) effect on teacher trust. Second, there was a mediating effect of school trust in parental educational efforts and teacher trust. This implies that the parental educational efforts directly affect teacher trust, but indirectly influence teacher trust through school trust. Finally, it was found that mediation effect of satisfaction of local education was found in the relationship between child education effort and teacher trust. This implies that parents effort directly affects teachers' trust, but indirectly influences teacher trust through local schooling satisfaction. Through these results, implications for educational and welfare aspects were discussed.

• Korean Journal of Culture and Social Issue
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• v.12 no.3
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• pp.85-127
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• 2006

This study examines the formation and change of relational trust among Korean adolescents using indigenous psychological perspective. Among adolescents, we examine the basis of trust of their parents, friends and teacher and also their trust in people and institutions. A total of 968 adolescents (227 elementary, 284 middle school, 213 high school, and 244 university students) completed a questionnaire that contains the Relational Trust Scale developed by Kim and Park (2004a), Generalized Trust Scale developed by Yamagishi (1998) and a scale measuring trust of people and institutions (Kim, Helgesen & Ahn, 2002). The results are as follows. First, adolescents trust their parents due to their sacrifice, followed by their counsel and advice, dependability, consanguinity and respects. They trust their teachers due to their counsel and advice, followed by respect, sacrifice, and mutual trust. They trust their friends due to their advice, followed by empathy, mutual trust, dependability, friendship and sacrifice. Second, trust of their parents are highest among the elementary school students and lowest for the middle school students and lower for older age groups. The trust in teachers are highest among the elementary school students and lowest among the middle school and university students. In contrast, trust in friends increase from elementary school students to older age groups. Third, among trust in people and institutions, they are highest for parents and family and lowest for politicians and political parties. Except for trust in friends, trust of significant others and institutions (family, teachers, neighbors, company executives and politicians) is highest among the youngest age group and it decreases with older age group. Fourth, Yamagishi's generalized trust was highest among the older age groups (high school and university students). The patterns of results for relational trust and generalized trust is different and it points to the importance of understanding trust from the indigenous psychological perspective.

• Journal of Korea Entertainment Industry Association
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• v.13 no.6
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• pp.187-202
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• 2019

The main goal of this study is to investigate influence of trust in physical education (PE) teachers and immersion experience in PE classes on attitude and satisfaction during PE classes. Total 863 middle school students in Gwang-ju metropolitan area were recruited by utilizing a convenience sampling method. All data were analyzed by using SPSS statistic program ver. 25.0 (frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, multiple regression analysis). Alpha was set at 0.05. The results of this study is summarized as in the following. First, all sub-factors of trust in the PE teachers partially positively or negatively influence sub-factors of attitude during PE classes. Second, sub-factors of satisfaction during PE classes were partially positively affected to trust in the PE teachers. Third, Attitude during PE Classes were found to have partial positive influence on immersion experience in PE classes. Fourth, sub-factors of immersion experience in PE classes have partial positive effect on the sub-factors of satisfaction during PE classes. Thus, in order to the positive attitude and greater satisfaction during PE classes, it is important to establish the trust of PE teachers through maintaining interaction with students, constructing better systemic class, and creating the class conditions based on considering students' ability. In addition, in order to enhance immersion experiences of students during PE classes, it is necessary to set up learning goals and tasks based on ability of students, to study various teaching method, and to make only focusing on the performance based PE classes without grading.

• Journal of Digital Convergence
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• v.16 no.9
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• pp.503-512
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• 2018

The purpose of this study was to empirically investigate the relationship among physical education professor-trust, attitude in physical education and self-management which pre-service elementary school teachers perceive. For this purpose, data from 328 students in universities of education located nationwide were collected and analyzed. Descriptive statistics analysis, reliability analysis, correlation analysis were conducted on the collected data by using IBM SPSS 23.0 statistical program, and confirmatory factor analysis and verification on structural equation model were conducted by using IBM AMOS 23.0 program. Through this research process, following conclusions were obtained; First, prospective elementary school teachers' confidence in physical education has a significant effect on attitude in physical education. Second, prospective elementary school teachers' attitude in physical education has a significant effect on class satisfaction. Third, prospective elementary school teachers' confidence in physical education has a significant effect on class satisfaction.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.881-892
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• 2016

The objective of this research is significant because it derives the core competency factors that members of education communities must have in order to form warm education communities through investigating the perception of special education teachers. To achieve this, 352 special education teachers and teachers working at special education institutes were asked to record three of the most important factors out of a total of 18 factors that members of an educational community considered to be required in order to form warm educational communities. IBM SPSS Statistics 23 was used to analyze the collected data. First, in oder to examine the demographic characteristics of the educators surveyed, frequency analysis was conducted. Second, frequency analysis on the factors that special education teachers considered to be most important to form a warm education communities was conducted by teacher experience and type of education institute they worked for. When analyzing the research results of main factors that special education teachers considered to be important by teacher experience and type of education institute they worked for, responsibility was confirmed to be the most important factor. The second most important factor was communication and the third most important factor was responsibility and trust. In summary, the research confirmed that if mutual trust between the members of an education community can be established and if problems can be solved through cooperation and through open communication, and if each member of the community serves their role responsibly, a warm education community can be formed.