• Title/Summary/Keyword: early childhood teacher

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The Mediating Effect of Early Childhood Teachers' Professional Development in the Relationship Between Intrapersonal Intelligence and Teacher-Child Interactions

  • Minkyoung Lee;Sanglim Kim
    • International Journal of Advanced Culture Technology
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    • v.11 no.4
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    • pp.163-168
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    • 2023
  • The purpose of the study was to examine the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions. We conducted a cross-sectional study with 324 early childhood teachers working at kindergartens and child-care centers in South Korea. The empirical data using survey questionnaires were collected by administering the Adult Introspective Intelligence Scale, the Professional Development Scale for Early Childhood Teachers, and the Teacher-child Interactions Scale. SPSS and Hayes' PROCESS macro weres utilized. The results showed the statistically positive correlations between the major variable and the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions.

The Influence of Pre-service early childhood Teacher's Empathetic Ability and Interpersonal Competence on Teacher's Efficacy (예비유아교사의 공감능력과 대인관계 유능성이 교사효능감에 미치는 영향)

  • Choi, In-Sook;Park, Yu-Mi
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.19 no.11
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    • pp.454-462
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    • 2018
  • This study examines the influence of pre-service early childhood teacher's empathy and interpersonal competence on teacher efficacy. The subjects of this study include 358 pre-service early childhood teachers. The instruments used in this study were the emotional empathy scale, interpersonal competence questionnaire (ICQ) and the teacher efficacy scale. Collected data was analyzed using the SPSS program. In order to determine the general background of the pre-service teachers, the frequency and percentages were used. For examination of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, a descriptive statistics analysis was conducted. In addition, in order to assess the relationship among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, Pearson's correlation analysis was conducted. Lastly, for the examination of the effects and relative explanation of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, multiple regression analysis was conducted. The results of this study were as follows: first, pre-service early childhood teachers were shown to have higher empathetic ability, interpersonal relationships and teacher efficacy rates than average. Second, there was a positive correlation among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers. Third, teacher efficacy of pre-service early childhood teachers was influenced by their empathetic ability and interpersonal competence. The results of this study suggest that teacher efficacy improvement programs for pre-service early childhood teachers should consider their empathetic ability. Also, study results emphasize the necessity of empathetic ability and interpersonal relationship improvement program for pre-service early childhood teachers.

The Influence of Pre-service early childhood Teacher's Social Support and Adaptability to College Life on Teacher's Efficacy (예비유아교사의 사회적 지지와 대학생활 적응이 교사효능감에 미치는 영향)

  • Choi, In Sook;Park, You Mi
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.7
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    • pp.332-340
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    • 2019
  • This study examines the influence of pre-service early childhood teacher's social support and adaptability to college life on teacher's efficacy. The study subjects were 394 pre-service early childhood teachers. The instruments were Social Support Scale, Adaptability to College Life Scale and Teacher Efficacy Scale. The collected data were analyzed by using SPSS program. Frequency and percentage were used to determine the general background of the pre-service teachers. To examine social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, descriptive statistics analysis was conducted. To assess the relationship among social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, Pearson's correlation analysis was carried out. To examine the effects and relative explanation of esocial support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, multiple regression analysis was conducted. From the study results, first, pre-service early childhood teachers had higher social support, adaptability to college life and teacher efficacy rates than average. Second, there was a positive correlation among social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers. Third, teacher efficacy of pre-service early childhood teachers was influenced by their social support, and adaptability to college life. The study results suggest that a teacher efficacy improvement program for pre-service early childhood teachers should be provided for ensuring their social support. The study results also emphasize the necessity of social support and adaptability to college life improvement program for pre-service early childhood teachers.

The Perception toward Qualification and Teachers' Sense of Efficacy of Early Childhood English Teachers - Focused on Visiting English Teachers in Preschools - (유아 영어교사의 자질과 교사효능감에 대한 인식 - 유아교육기관 방문 영어교사를 중심으로 -)

  • Ki, Kyung-Hwa;Ahn, Sun-Hee;Lee, Soon-Eung
    • Korean Journal of Human Ecology
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    • v.17 no.6
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    • pp.1125-1133
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    • 2008
  • The purpose of this study was to explore the perception toward qualification of early childhood English teachers and their teachers' sense of efficacy. The samples consisted of 201 early childhood English teachers in Seoul, Daejeon, Daegu, Gyeonggi area. A sample of early childhood English teachers completed a series of questionnaires. The collected data were analyzed with t-test, F-test, correlation. The results showed that most teachers were women between 30 to 40 years old, university graduate with job experience less than 3 years. In addition, half of teachers in this study majored on English studies or early childhood education and child studies. This study found that early childhood English teachers thought themselves to be qualified as a English teacher and early childhood teacher. And they rated teachers' sense of efficacy to relatively high. There were differences on the scores of qualification of early childhood English teacher and teachers' sense of efficacy according to education level and major. And years of job experience were positively related with the perception of qualification of early childhood teacher and teachers' sense of efficacy.

A Concept Map Study on Teacher Competency for ESD(Education for Sustainable Development) in Early Childhood (유아기 지속가능발전교육을 위한 교사역량에 대한 개념도 연구)

  • Lee, Hyobin;Kwon, Yeonhee;An, Jungeun
    • Korean Journal of Childcare and Education
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    • v.17 no.6
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    • pp.53-72
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    • 2021
  • Objective: This study aimed to reveal early childhood teachers' perceptions of teacher competency for ESD using concept mapping and demonstrating its importance. Methods: 16 early childhood teachers in charge of 3-5 year olds conducted statement writing, and then the importance of selected statements were rated by 160 early childhood teachers in charge of 3-5 year olds. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Early childhood teachers perceived teacher competency for ESD in early childhood as concept mapping with two-dimensions and six clusters. The following six clusters were established (1) ethics for sustainable development, (2) willingness to participate in ESD, (3) development and operation of a sustainable development curriculum, (4) recognition and practice of environmental issues, (5) realization of value for sustainable development, and (6) practical thinking for ESD. And then among the six clusters, the most important cluster was recognized as 'ethics for sustainable development', and among the statements 'having an open mind to understand multiculturalism and the disabled' was considered relatively important Conclusion/Implications: Based on these results, we discussed the importance of teacher competency for ESD in early childhood, development of teacher competency scale, and preparation of a teacher education plans for each competency.

The Structural Relationship between the Director's Authentic Leadership, Social Support, and Teacher Efficacy Perceived by Early Childhood Teachers - Focusing on the Mediating Effect of Social Support - (유아교사가 지각한 원장의 진정성 리더십과 사회적 지지, 교사효능감의 구조적 관계: 사회적 지지의 매개효과를 중심으로)

  • Choi, Yang Mi;Kim, Bo Hyun;Lee, Hong Jae
    • Korean Journal of Childcare and Education
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    • v.18 no.3
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    • pp.1-18
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    • 2022
  • Objective: The purpose of this study was to analyze the structural relationship between the authentic leadership of the director, social support, and teacher efficacy perceived by early childhood teachers. Methods: The participants of the study were 433 teachers working at kindergartens and daycare centers in Seoul and Gyeonggi Province. The data collected through the survey were analyzed by applying a structural equation model. Results: As a result of the study, it was found that the authentic leadership of the director perceived by early childhood teachers had a positive (+) effect on the early childhood teachers' social support and teacher efficacy, respectively, and social support had a positive (+) effect on teacher efficacy of the early childhood teachers. The results showed that social support had a positive mediating effect in the relationship between the director's authentic leadership and teacher efficacy perceived by early childhood teachers. Conclusion/Implications: The results suggest that it is necessary to establish a social support system through the exercise of the director's authentic leadership in order to improve the teacher efficacy of early childhood teachers.

Early Childhood Teachers' Professionalism, Teaching Efficacy, and Teacher-child Interaction

  • Her, Eun Ha;Kim, Sang Lim
    • International Journal of Advanced Culture Technology
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    • v.6 no.4
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    • pp.39-44
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    • 2018
  • The purpose of the study was to investigate the effects of early childhood teachers' professionalism and teaching efficacy on their teacher-child interaction. A total of 761 early childhood teachers working at childcare centers and kindergartens in South Korea were selected as the participants for the study. The study variables were measured using survey questionnaires. Pearson's correlation analyses and regression analyses along with Sobel test were conducted. The results demonstrated that early childhood teachers' teaching efficacy had a significant mediation effect on the relationship between their professionalism and teacher-child interaction. The results suggest the need to support early childhood teachers' recognition and development of professionalism as well as teaching efficacy that result in positive teacher-child interaction.

An Analysis on the Relationship and Influence of Pre-service Early Childhood Teacher's Personality Factors and Teacher Efficacy (예비유아교사의 성격유형과 교사효능감의 관계 및 영향력 분석)

  • Go, Jeong-Wan
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.7
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    • pp.341-346
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    • 2019
  • This study analyzed the relationship between the personality factors in pre-service early childhood teachers and teacher efficacy. To carry out the research, this experiment subjected 228 pre-service early childhood teachers in G city. The collected data were descriptive methods, Pearson correlation analysis and multiple regression using the SPSS 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the personality factors and teacher efficacy. Second, the personality factors was an important factor for predicting the teacher efficacy of pre-service early childhood teachers. Also, the explanation power of personality factors for teacher efficacy of pre-service early childhood teachers was 25%, extroversion is one of the most personality factors of infant pre-serve early childhood teacher. Therefore, according to this research, a preserves early childhood teacher training program for improvement of extraversion in personality factors is strongly desired.

Early Childhood Teacher Self-Efficacy and Burnout by Types of Perfectionism (유아교사의 완벽주의 군집유형에 따른 교사효능감과 소진)

  • Son, Go Eun;Kim, Yeon Ha
    • Korean Journal of Childcare and Education
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    • v.17 no.6
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    • pp.1-14
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    • 2021
  • Objective: The purpose of this study was to classify early childhood educators' perfectionism types and to identify differences in teacher self-efficacy and teachers burnout according to the types of perfectionism. Methods: The participants of this study were 309 teachers working at early childhood education centers in Seoul, Gyeonggi-do, Daejeon, Se-jong, Kim-Cheon, and Hong-Sung, South Korea. Early childhood educators were surveyed regarding perfectionism, teacher self-efficacy and teacher burnout. The collected data were analyzed using K-means cluster analyses and analysis of covariance. Results: Cluster analyses with self-oriented perfectionism and other-oriented perfectionism as cluster variables resulted in three types of perfectionism among early childhood educators; 'self-other directed perfectionism(33.0%)', 'other directed perfectionism(35.0%)' and 'non perfectionism(32.0%)'. Educators with self-other directed perfectionism reported higher teacher self-efficacy and lower teacher burnout than educators with other directed perfectionism or with non perfectionism. Conclusion/Implications: Early childhood educators' perfectionism may be a significant personality trait linked to quality of education and care in real education settings.

A Study on the Images of Early Childhood Teachers among Kindergarten Teachers and Nursery Teachers (유치원교사와 보육교사가 인식하는 유아교사의 이미지 연구)

  • Hwang, Hae-Ik;Kim, Mi-Jin;Kim, Byung-Man
    • Korean Journal of Child Studies
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    • v.33 no.5
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    • pp.201-219
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    • 2012
  • The purpose of this study was to examine the awareness of two major groups of early childhood teachers, (that is, kindergarten teachers and nursery teachers), in terms of the image of what constitutes an early childhood teacher. More specifically, this study sought to investigate any possible gaps between the two groups in that aspect, in an effort to shed light on (and understand in greater detail), the awareness of the two groups regarding the image of early childhood teachers in detail. The subjects in this study comprised 310 early childhood teachers, out of which 156 teachers worked in kindergartens and 154 teachers worked in daycare centers in Busan, Ulsan and South Gyeongsang Province. The findings of the study were as follows : First, kindergarten teachers' images of a kindergarten teacher were mostly associated with the professional domain, followed by the domain of personality, a physical domain and a professional attitude domain. As a result of checking the awareness of the nursery teachers regarding the image of a kindergarten teacher in more detail, their image of a kindergarten teacher appeared to be mostly associated with the professional domain, followed by the professional attitude domain, the domain of personality and the physical domain. There were statistically significant gaps between the kindergarten teachers and the nursery teachers in terms of their image of a kindergarten teacher. Second, as for the awareness of the kindergarten teachers of the image of a nursery teacher, their image of a nursery teacher was mostly linked to the domain of personality, followed by the professional domain, the physical domain and the professional attitude domain. Regarding the awareness of the nursery teachers of the image of a nursery teacher, their image of a nursery teacher was mostly associated with the professional domain, followed by the domain of personality, the professional attitude domain and the physical domain. Statistically significant gaps between the kindergarten teachers and the nursery teachers were found in the image of a nursery teacher.