• 한국생활과학회지
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• 제15권6호
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• pp.905-917
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• 2006

The purpose of this study was to examine what parents really want to daycare center and how much they are satisfied with the daycare service they use. This study also explored how exactly daycare teachers recognize the parental needs and satisfaction on daycare service. One hundred and seventy one parents who send their child to a daycare center in Seoul, and one hundred and thirty five teachers from the same daycare centers participated in this study. Parents were asked about their needs and expectation on daycare service and the degree of satisfaction on the daycare center (including educational facilities, teacher's role, specific programs, etc.). Teachers provided answers about their understanding on what the parents want and how much parents are satisfied with their daycare center. Results revealed that parents are generally satisfied with the daycare service such as educational programs and educational facilities and teachers' role conducting. However, some parent-teacher differences were found in their perception on the levels and domains of parental expectation and satisfaction with daycare service. The parent-teacher differences would give very practical tips for teachers, who plan and conduct everyday daycare programs and actually interact with children in the setting for better daycare service.

• 한국생활과학회지
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• 제6권2호
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• pp.1-14
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• 1997

The purpose of this study was to find out middle age women's needs of the educare services. Furthermore this study was done to serve as the basic data for guidance and the preparation of effective educare services. For these purposes, the data were collected by using questionnare from to 305 middle age women living in T city. The data were analyzed by frequency, percentile, chi square analysis. The major findings of this research are as follows: 1. Most subjects of present study needs for the daycare center. Furthermore there were significant differences in the daycare management, caring agent, day care cost according to the school career. 2. They wantd nere home daycare center and part time daycare center. And there were no significant differences in general enviroment of daycare center according to the school career. 3. There were significant differences in 1)the standards of selection for teacher 2)teacher's educational level, 3)teacher's age according to the school level. And they wanted 'low school career but caring experiences' daycare teacher.

• 한국보육지원학회지
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• 제15권6호
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• pp.189-206
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• 2019

Objective: The objective of this study was to develop and apply a Teacher Learning Community Program in order to improve the specialization of infant daycare center teachers and explore the changes in the learning attitudes of teachers. Methods: To develop the program, the requirements were analyzed by surveying 500 teachers of infant classes. The developed program was provided to 25 infant daycare center teachers for a total of 14 sessions. A total of 75 sets of collected journal writing materials were analyzed qualitatively. Results: First, the Teacher Learning Community Program for infant daycare center teachers was developed. Second, the Teacher Learning Community Program was found to bring a shift in the learning attitudes among the teachers of infant classes towards reflective and communal learning. Conclusion/Implications: The Teacher Learning Community Program brought a shift in the learning attitude towards reflective and communal learning. Thus, the Teacher Learning Community Program can be applied as a teacher education program for improvement of the specialization of infant daycare center teachers.

• 가정과삶의질연구
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• 제28권3호
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• pp.151-165
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• 2010

The purpose of this study was to examine teachers' practices of Eco Early Childhood Education (EECE) according to the characteristics and perceptions of daycare teachers, and the impacts of teachers' characteristics and perceptions on their EECE practices. The subjects in this study were 110 teachers who were worked at daycare centers in the Gyeongnam area of Korea. The teachers completed questionnaires concerning their perceptions and practices within the EECE. The collected data were analyzed by t-tests, one-way ANOVA, correlation coefficients, and regression. The results of this study were as follows: 1) The daycare teachers differed in their degree of EECE practices depending on their characteristics. 2) The daycare teachers were significantly different in their practices of EECE according to their perceptions. 3) The teachers' characteristics and perceptions of ECCE explained their practices of EECE. Particularly, teacher educational levels and the perceptions of ECCE by teachers were positively associated with their practices.

• 한국보육지원학회지
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• 제17권4호
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• pp.49-71
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• 2021

Objective: This study aims to explore the experiences of women who take a career break while working in daycare center as a teacher assistant. Methods: Seven assistant teachers and two child care teachers who took more than two years of career break were selected and given in-depth interviews over 17 weeks from August to December in 2020. Results: The results of this study are as follows. First, the women experienced the need for a career transition as an assistant teacher because it was time to for a change. Second, while working as a teacher assistant, they had various experiences and meanings in the process of career transition while playing the role as a teacher in daycare centers. Third, they also had some difficulties in conflict and some needs to build their professional expertise as a teacher. Conclusion/Implications: The study is expected to give insights to understand the difficulties of teachers who had experienced the need for a career transition as teacher assistant and to provide important data to develop teacher professional development.

• 한국산학기술학회논문지
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• 제21권12호
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• pp.369-376
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• 2020

본 연구는 보육교사의 정서지능과 보육교사-영유아 상호작용의 관계에서 보육교사가 지각한 원장 감성리더십이 매개 변인으로 작용하는지를 알아보기 위해 수행되었다. 이를 위해 보육교사 293명을 대상으로 설문 조사를 하였고, 자료처리는 SPSS 21.0 프로그램을 이용하여 Pearson의 적률상관계수 산출과 위계적 회귀분석을 하였으며, Sobel-test 및 Baron과 Kenny의 모형에 따라 매개 효과를 검증하였다. 연구결과는 첫째, 보육교사의 정서지능, 교사-영유아 상호 작용, 원장 감성리더십 간에는 유의한 정적 상관이 있는 것으로 나타났다. 둘째, 교사-영유아 상호작용에 대한 보육교사의 정서지능과 원장 감성리더십의 상대적 설명력에서 보육교사의 정서지능이 원장의 감성리더십 보다 상대적으로 더 영향을 미치는 것으로 나타났다. 셋째, 보육교사의 정서지능이 교사-영유아 상호작용에 미치는 영향에서 원장의 감성리더십은 부분적으로 매개 효과가 있는 것으로 나타났다. 이 같은 결과는 보육의 질적 제고를 위한 기초자료를 제공했다는 점에서 의의가 있다.

• 한국생활과학회지
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• 제20권3호
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• pp.505-519
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• 2011

The purpose of this study was to analyze the relationship between organizational commitment, organizational loyalty, and working satisfaction of 162 teachers in daycare centers in Gyung-gi province. Three questionnaires about the organizational commitment which Allen and Mayer(1990) developed and Son Sobin(2002) revised, organizational loyalty behavior which Jo Bumsang(2004) revised, and working satisfaction which Kim Sunja(2005) developed, and the researcher revised were used for this study. For this study, the data was analyzed using descriptive statistics, independent t-test, and Pearson correlation. The results were as follows: first, the early childhood teacher's organizational commitment was average, and there was a significant difference according to the teacher's academic background. Second, the early childhood teacher's organizational loyalty was also average, and there were significant differences according to the teacher's age and academic background. Third, the early childhood teacher's working satisfaction was below average level, and there was a significant difference according to the teacher's working hours. Last, the early childhood teacher's organizational commitment, organizational loyalty behavior, and working satisfaction showed the positive relationship. In conclusion, the government and the director of daycare centers should support for the teacher's psychological satisfaction because the early childhood teacher's psychological state is highly related to successful organization of daycare centers.

• 한국보육지원학회지
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• 제16권2호
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• pp.25-45
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• 2020

Objective: The purpose of this study is to explore daycare-center director's perceptons of recruitment and to understand how hire beginning teachers. Methods: One hundred twenty-five directors of daycare-centers in Seoul, Incheon, and Gyeonggi-do Province answered a questionnaire that was developed by researchers. The results were analyzed by frequency analysis, descriptive statistics and multiple response analysis through SPSS 18.0. Furthermore, 17 of the directors that participated in the study were given individual interviews by qualitative methods for research. Results: First, 56.8% of the directors felt difficulty to employ beginning teachers because of 'lack of information about them' and 'uncertainty of practice capability.' On the other hand, other directors of daycare-centers said that they hire them for 'high acceptance' and 'operational efficiency of the daycare-center.' Second, the main way to recruit teachers for daycare-centers is open recruitment, and through recommendations of acquaintances or through colleges in relevant fields. Professional talent and personal characteristics were important selection criteria for recruitment, and daycare-center directors used interviews, résumés, cover-letters, and demo classes for the hiring process. Primarily, most directors select candidates through résumés and cover-letters, and the final selection is completed by conducting interviews. Conclusion/Implications: In conclusion, this study can be useful to prepare beginning teachers for employment and for educating applicants.

• 한국보육지원학회지
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• 제14권1호
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• pp.21-39
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• 2018

Objective: The purpose of this study was to investigate the condition of career happiness according to personal and organizational variables of childcare teachers. Methods: For this purpose, a total of 1,035 teachers were surveyed. The validity of the career happiness survey tool was examined through previous research, expert review, and factor analysis. Results: The results of the study are as follows. The individual variables influencing career happiness of childcare teachers were mainly age, and there was a difference in the career happiness of teachers over 40 years old and teachers under 29 years old. Second, the teachers at home daycare centers showed a high level of interpersonal relationships and working hours. The teachers at workplace daycare centers have a good balance between work and life, and teachers at corporate group daycare centers have a high sense of happiness about income. The childcare teacher's career happiness was generally higher than infant teachers, and the support of the assistant teacher had an effect on the career Happiness of the teachers. Conclusion/Implications: The results suggest that separate teacher support is needed to increase the career happiness of teachers according to their age and institutional variables.

• 한국보육지원학회지
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• 제19권6호
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• pp.21-37
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• 2023

Objective: This study aims to investigate the perception and demand of child care teachers regarding the support project for part-time substitute teachers in Busan. Methods: A survey was conducted on 6,141 childcare teachers participating in the Busan part-time substitute teacher support project, and the data were analyzed using the SPSS 25.0 program. Results: First, an examination of the perception of part-time substitute teacher support projects based on the type of daycare center revealed significant differences in all aspects, except for whether they choose to reapply. Second, an analysis of the demand for part-time substitute teacher support projects, categorized by the type of daycare center, indicated significant differences. Conclusion/Implications: The findings of this study furnish valuable insights for the equitable and effective implementation of the part-time substitute teaching assistant support project, taking into account the distinct characteristics of various daycare centers. Additionally, the results offer essential foundational data to guide the strategic direction of the part-time substitute teaching assistant support project.