• Journal of Families and Better Life
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• v.28 no.4
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• pp.29-42
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• 2010

This study examined the effects of ego-resilience and directors' and fellow teachers' social support on childcare teachers' job stress. The participants were 323 childcare teachers in Chung nam Province and Daejeon Metropolitan City. The research instruments were Job Stress Scale by Cho(2004), Ego-resilience Scale by Park(1996) with CPI and CAQ correction, and Social Support Scale by Park(1985). Collected data were analysed by t-test, F test and Scheff$\acute{e}$ test for post hoc test, Pearson's productive correlation and stepwise multiple regression, and Cronbach's $\alpha$ for reliability by SPSS PC program (17.0 version). The results were as follows: First, the childcare teachers' job stress level was low (M=2.51, SD=.63), while ego-resilience level and social support level of directors and fellow teachers (M=3.68, SD=.58; M=3.62, SD=.94; M=3.83, SD=.69, respectively) were above the average. Second, there were significant differences between different levels of ego-resilience and of social support from directors and fellow teachers. Last, directors' social support and childcare teachers' optimistic attitude of ego-resilience were the most dominant variables that affected childcare teachers' job stress level(R2=38.3% for total score of childcare teachers' job stress).

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.157-172
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• 2011

The purpose of this study was to investigate the effect of childcare teachers' ego-resilience and directors, co-workers and family's social support to childcare teachers' burnout. The participants in this study were 326 childcare teachers from Daejeon metropolitan city and Chungnam province. They responded to the 'Maslach Burnout Inventory', 'Ego-resilience Scale', and 'Social Support Scale'. The collected data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation, stepwise multiple regression, Duncan test for post hoc test, Cronbach's ${\alpha}$ for reliability, and factor analysis for validity by SPSS PC program (18.0 version). The results were as follows; first, there were significant differences in childcare teachers' burnout scores in relation to the educational levels of childcare teachers, their working hours, children's number per class, and the ages of the children they teach. Second, there were significant negative correlations (r = -.11~-.62) among childcare teachers' ego-resilience, directors, teaching colleagues and family's social supports, and their levels of burnout. Finally, childcare teachers' ego-resilience and teaching colleagues' levels of social support helped explain about 43% the childcare teachers' burnout total scores and about 17~39% of their sub-scores.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.141-160
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• 2020

Objective: The purpose of this study was to investigate structural relationships among variables related to pre-service childcare teachers' teaching efficacy. Methods: The participants in this study were 408 students in the department of child studies. The students completed questionnaires assessing pre-service childcare teachers' teaching efficacy, social support, self-esteem, and satisfaction level for childcare practicum. Statistical methods for the data analysis were the SPSS 19.0 and AMOS 20.0. And the Maximum likelihood estimation method was used to model fit. Goodness of fit was evaluated using the SRMR, RMSEA and its 90% confidence interval, CFI, and TLI. Results: First, pre-service childcare teachers' social support, self-esteem and satisfaction level for childcare practicum were found to affect their teaching efficacy directly. Also pre-service childcare teachers' social support was found to affect their self-esteem and satisfaction level for childcare practicum directly. Conclusion/Implications: This study is theoretically meaningful in that it shows that high social support, self-esteem, and satisfaction level for childcare practicum can be the main factors that can increase the effectiveness of pre-service childcare teachers' teaching efficacy.

• Korean Journal of Childcare and Education
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• v.19 no.5
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• pp.45-63
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• 2023

Objective: The purpose of this study was to verify whether teachers' interpersonal competence serves as a mediator between perceived social support in the workplace, as perceived by childcare teachers, and their level of job satisfaction. Methods: The participants of this study comprised 422 childcare teachers employed in childcare centers across Seoul, Incheon, and Gyeonggi Province. Correlation analysis was performed using the collected data to examine the relationships between variables. Additionally, regression analysis was carried out to validate the mediating role of interpersonal relationship competence in the association between workplace social support and job satisfaction. Results: The study's findings revealed a positive correlation between interpersonal competence and job satisfaction. The study successfully confirmed the mediating role of interpersonal competence among childcare teachers in the connection between workplace social support and job satisfaction. Conclusion/Implications: The results suggest that enhancing the job satisfaction of childcare teachers requires identifying diverse social support systems within childcare centers that influence them. It is imperative to formulate strategies that highly value social support and concurrently enhance interpersonal skills.

• Journal of Family Relations
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• v.21 no.4
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• pp.99-117
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• 2017

Objectives: The purpose of this study is investigate the influences of childhood abuse experience, discipline styles and social support on childcare efficacy according to socio-demographic backgrounds of childcare teachers. Method: For this study's purpose, 200 childcare teachers working at children's schools in J city were surveyed and analyzed for child abuse experience, discipline styles, social support and childcare efficacy. Frequency analysis, t-test, ANOVA and multiple regression analysis were used as study methods. Results: The results of this study are as follows. First, there were statistically significant differences in childhood abuse experiences according to the general characteristics of childcare teachers in the sub-domain of occupational position and marriage status. Second, childcare efficacy and social support were positively correlated, and discipline styles and childcare efficacy were negatively correlated, but there was no correlation between social support and abuse experience. Third, general teaching efficacy regarding childcare efficacy showed a statistical influence of physical abuse, which is a sub-variable of childhood abuse experience. The general efficacy of teaching showed a statistically significant influence on logical discipline and coercive discipline, which are sub-variables of discipline methods. The general teaching efficacy in terms of childcare efficacy showed a statistically significant influence in the family variable which is a sub-variable of social support. The personal teaching efficacy within childcare efficacy showed a statistically significant influence in the logical discipline, a sub-variable of physical abuse, and disciple styles, a sub-variable of childhood abuse experience. Conclusion: From these findings, childcare teachers' childhood abuse experience was a factor affecting childcare efficacy in discipline, social support, and sub-variables. Therefore, it is necessary to remedy the effects of childhood abuse experience, encourage appropriate discipline styles, and to encourage social support in order to improve the childcare efficacy among childcare teachers.

• Korean Journal of Childcare and Education
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• v.14 no.5
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• pp.137-152
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• 2018

Objective: The purpose of this study is to examine the effect of the childcare environment on childcare efficacy of childcare teachers. Methods: The participants in the study were 274 childcare teachers working at childcare centers. The childcare environment was divided into physical environment and the work support environment. Results: The results of this study are as follows. First, there was a significant difference in childcare efficacy depending on the age and career of the childcare teacher. Second, the childcare environment of the childcare center showed a static correlation with the childcare efficacy of the childcare teacher in both the physical environment and the work support environment. Third, the physical environment of the day care center had an affect on child care efficacy. Among the subfactors, furniture for routine care, play and learning had a significant impact. Fourth, the work support environment of the childcare center had an affect on childcare efficacy of the childcare teacher. Among the subfactors, staff interaction and cooperation, and opportunities for professional growth had a significant impact. Conclusion/Implications: In order to enhance childcare efficacy of childcare teachers, a high quality childcare environment should be established.

• Journal of Families and Better Life
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• v.30 no.3
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• pp.59-67
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• 2012

This study investigate the influence of resilience on organizational commitment using social support as a mediating variable for kindergarten and childcare teathers. The subjects were 630 kindergarten and childcare teathers. The collected data were analyzed by Pearson's correlation as well as single and multiple regressions that used SPSS Win 19.0. The results were as follows: (1) The resilience was significantly associated with organizational commitment of kindergarten and childcare teachers. (2) The resilience was significantly associated with social support of kindergarten and childcare teachers. (3) The resilience was not significantly associated with organizational commitment of kindergarten and childcare teachers, controlled by social support. The results showed the social support was more important variable affecting organizational commitment of kindergarten and childcare teachers than the resilience. As a result, teachers have to be strengthened for support of social emotion that helps to control of their emotional condition and social evaluation that estimates their role positive under administration system.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.1-14
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• 2010

The purpose of this study was to investigate the relationship between depression, colleagues/ supervisor's emotional support and burnout experienced by teachers in kindergartens and childcare centers. The subjects were 195 teachers who worked in kindergartens or childcare centers in Daegu and Gyeongbuk Province. Questionnaires, which required self-report by teachers, were used to investigate depression, colleagues/supervisor's emotional support and burnout. The data collected were analyzed by means of paired t-test, Pearson's correlation, simple regression, hierarchial regression, using SPSS Win 15.0. The results are as follows. (1) The emotional support from colleagues was significantly higher than from that provided by the supervisor. Moreover, teachers' depression levels were positively associated with burnout. (2) Colleagues' emotional support operated as major determining factor with the effect that burnout decreased as colleagues' emotional support levels increased. There were observable interactional effects between depression and the emotional support provided by colleagues' to colleagues experiencing burnout. (3) The supervisor's emotional support operated as a major factor with the effect that burnout decreased with a rise in the levels of a supervisor's emotional support. No interactional effects were observed between depression and supervisor's emotional to colleagues dealing with burnout.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.199-219
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• 2015

The purpose of this study was to identify the relationship among beginning early childhood teachers' role performance and self leadership, and childcare teachers's supports. The subjects in this study were 491 beginning early childhood teachers working in kindergartens and child care centers across the country. Childcare teachers' support questionnaire(Jae-Young Lee, 2012) role performance questionnaire(Bog-Mae Park, 2011), and self-leadership questionnaire(Dong-Hyen Park,2014) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, ANOVA test, $Scheff{\acute{e}}$ post-hoc analysis and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that there are statistically meaningful differences in beginning early childhood teachers 'role performance and self leadership, and childcare teachers's support which were related to early childhood teachers' salary, education background, and age. Also, there are statistically meaningful differences in beginning early childhood teachers' role performance and childcare teachers's support, which were related to type of child-care center role performance, but there were no differences in beginning early childhood teachers' self leadership. Secondly, childcare teachers's support have statistically meaningful positive influences on beginning early childhood teachers' role performance through the mediation of self leadership. Through this study, it is possible to provide basic information to seek ways to enhance beginning early childhood teachers' role performance and self leadership under the considerations of their individual background characteristics, and to promote the practical support for the director or colleagues.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.135-153
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• 2019

Objective: The purpose of this study was to examine whether motivation for choosing a teaching profession and the perception of social support of newly-appointed childcare teachers would predict work adjustment, and to understand the mediating role of the perception of social support. Methods: The data was analyzed by using correlation, regression, and the verification of mediating effects. Results: First, there were significant correlations of active motivation and material motivation when choosing a teaching profession, perception of social support, and work adjustment. Second, active motivation and material motivation in relation to choosing a teaching profession, and the perception of social support, were the variables that could predict the work adjustment of newly-appointed teachers. Third, the social support perceived by newly-appointed teachers had partial-mediating effects on the relationship between active motivation in relation to choosing a teaching profession and work adjustment, as well as on the complete-mediating effects on the relationship between material motivation and work adjustment. Implications: The training institute should strengthen education that could foster active motivation of pre-service teachers, and daycare centers should establish a cooperative workplace culture for the psychological adjustment of newly-appointed teachers.