• Korean Journal of Childcare and Education
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• v.16 no.3
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• pp.19-37
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• 2020

Objective: The purpose of this study was to examine how job stress, coping style, and social support were associated with quality of life among child care teachers. Methods: The participants were comprised of 281 child care teachers in the metropolitan area of Seoul. Job stress, problem-focused coping style, social support, and quality of life were assessed by a teacher-reported questionnaire. Results: Correlation and regression analyses revealed that while job stress predicted lower quality of life, having problem-focused coping style and family support enhanced quality of life among child care teachers. Furthermore, results showed significant moderation effects of support from directors at child care centers on the relationship between job stress and quality of life among child care teachers. Conclusion/Implications: The findings suggest the important role of problem-focused coping styles and family support in enhancing quality of life. Moreover, support from directors at child care centers appeared to buffer the effects of job stress on quality of life among child care teachers. Results were discussed in terms of their implications for educational and counseling programs for child care teachers.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.187-202
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• 2018

Objective: The study aims to examine fathers' parental stress and the variables effecting parental stress of fathers with infants. Methods: One hundred seventeen fathers with 0 to 2 year-olds were recruited from daycare centers in Daejeon metropolitan city. The Korean version of the Parenting Stress Index Short Form (K-PSI-SF) by Lee, Jung, Park and Kim(2008), The Korean Occupational Stress Scale-Short Form (Koss-SF) by Jang and Ko(2005), and the Revised-Kansas Marital Satisfaction Scale(RKMSS) by Chung (2004) were used to measure fathers'parental stress, occupational stress, and marital satisfaction. Results: First, the most influential variable that affected father's parental stress was their marital satisfaction. The fathers felt less parental stress when they felt higher marital satisfaction. Second, fathers felt less parental stress when their occupational environments were family friendly. Conclusion/Implications: Ways to improve mariatal satisfacation and a family friendly evironment at work should be sought out in order to lessen the parental stress of fathers raising infants.

• Journal of the Korean Home Economics Association
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• v.45 no.4
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• pp.61-75
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• 2007

This study examined the relationships among children's emotional intelligence, maternal psychological life position and children's social behavior. The study subjects were 267 four and five-year-old children and their mothers from five childcare centers located in Seoul. The children's social behavior was assessed by the teacher rating scale developed by Lim(1999) and questionnaires were used to assess the maternal psychological life position and children's emotional intelligence. Data was analyzed by t-test, Pearson's correlation, and stepwise multiple regression. The results demonstrated that the children's social behavior differed according to their gender and age. The strongest predictor of children's social behavior was the children's emotional intelligence.

• International Journal of Human Ecology
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• v.11 no.1
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• pp.75-84
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• 2010

This study examined the complex process of paternal disciplinary practices and identified the factors related to paternal disciplinary practices in an examination of the effects of cumulative risk factors on the ineffective disciplinary practices of fathers. The subjects for this study consisted of 200 fathers of six-year-old children attending childcare centers in Los Angeles. Self-report questionnaires were used to collect data for the following variables: 1) family background characteristics; 2) child temperament; 3) marital & job satisfaction; 4) quality of life; 5) social support; 6) intergenerational transmission of parenting; and 7) paternal disciplinary practices. Descriptive analysis, zeroorder correlations, multiple regression analyses, and chisquare analyses were used for data description and analysis. This study indicates that the characteristics of the child, father, and contextual factors contribute to paternal disciplinary practices.

• Human Ecology Research
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• v.51 no.5
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• pp.497-511
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• 2013

This study aimed to examine Korean men's experiences of work-family balance in dual income families with children under six years of age. We focused on identifying the difficulty of balancing work and family considering their individual, social, and cultural conditions. The method was a qualitative study involving two in-depth interviews with each of 12 men, and analyzing the data through the grounded theory approach. From the results, a model of men's work-family experience was constructed. It demonstrates the central phenomena (difficulties of balancing), the causal conditions (lacking time for family, seeking support from the employer, and learning husband's roles insufficiently), the contextual conditions (remaining paternalism and changing husband's roles), the intervening conditions (workplace, childcare support, and wife characteristics), and strategies (help from relatives, utilizing daycare centers, controlling birth, managing work conditions, and using family polices). We clarify the overall picture of working and family life experiences, and also show how men deal with their problems in their circumstances by balancing working and family life. In conclusion, males have difficulty participating in family life autonomously because of having less decision-making power than the wife. Moreover, the great responsibilities of the breadwinner disturb the work-family balance. Men devote themselves to working to hold a job instead of spending time with their family. However, they ultimately value work-family balance with respect to 'keeping a peaceful family life'.

• Journal of Families and Better Life
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• v.31 no.6
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• pp.125-138
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• 2013

The purpose of this study is to examine the factors that affect the social competence of young children and to promote the social competence development of the age group. The study gathered data from 21 childcare teachers and 255 mothers of young children attending childcare centers in Incheon. Structured questionnaires were used for collecting data from the participants. The findings are as follows: First, playfulness and social competence varied by the age and gender of the young children. Boys outperformed their female counterparts in the sub-factors of playfulness such as physical spontaneity and sense of humor. Age caused a significant difference in all sub-factors including physical spontaneity, social spontaneity, cognitive spontaneity, manifest joy and sense of humor and the social competence of young children. Second, the study examined the correlations among social competence, temperament and playfulness. A positive correlation was shown between overall social competence and activity; social competence was negatively correlated with shyness but positively correlated with the sub-variables of children's playfulness. Lastly, emotionality, shyness, physical spontaneity, cognitive spontaneity, and sense of humor were variables that had serious effects on the overall social competence of young children.

• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.85-108
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• 2018

Objective: This study intended to analyze parenting characteristics, difficulties and support needs of multi-cultural families that had children under 3 years old, in order to develop their supporting resources. Methods: This study performed semi-structured interviews with 7 mothers from multi-cultural families that had their young children enrolled at child care and education centers in Gyeonggi Do. The interview data transcribed were analyzed using the successive contents analysis, and led to 4 themes and 12 sub-themes. Results: First, the mothers from multi-cultural families were married without understanding the Korean language and culture. Second, the multi-cultural mothers didn't properly respond to their children's needs in interaction and language aspects. As a result, the multi-cultural support centers and child care and education centers gave help to them. Third, in the view of the difficulties facing mothers, parenting problems caused by the lack of information concerning child education, the biased burden of parenting, and the different parenting values of Korean families were all expressed by the mothers. Fourth, regarding support needs, providing individual professional support for children and child-raising support for mothers, customized language and employment support for mothers and parenting education for fathers and family education on multi-culturalism are needed. Conclusion/Implications: Suggestions for decreasing the difficulties facing multi-cultural families that had children under 3 years old were discussed.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.105-121
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• 2005

Data were collected from 120 teachers at 67 childcare centers in Seoul and Kyunggi-Do. The Assessment Scale for Day Care Programs(Rhee et ai., 2003) was used to observe teachers' interaction behaviors. Subjects responded to the teachers' job stress scale developed by the author and a modified version of teachers' efficacy scale based on the Science Teaching Efficacy Belief Instrument(Enochs & Riggs, 1990). Data were analyzed with descriptive statistics, Pearson correlations, and hierarchical regressions. Results showed that quality of teachers' interaction behaviors correlated negatively with teachers' job stress, and positively with teachers' personal efficacy; teachers' belief of efficacy moderated the relationship between job stress and teachers' interaction behaviors.

• Korean Journal of Child Studies
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• v.25 no.2
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• pp.41-57
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• 2004

Subjects were 88 two-year-old-toddlers(25-36 months of age) and 32 teachers in 13 childcare centers; they were randomly assigned to experimental or control groups. The researcher observed teacher-toddler interaction in the picturebook reading situation. Analysis of patterns of teachers' verbal behavior and coding of toddlers' verbal and nonverbal behaviors were based on Senechal, et al.(1995) and Whitehurst, et al.(1988), respectively. In comparison with the control group, toddlers of the experimental group showed significant differences in verbal behavior; they acquired nouns occurring in the picturebooks and more expressive and comprehensive language. After training intervention, teachers of the experimental group showed changes in quality and quantity of verbal behavior.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.73-84
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• 2007

This study investigated the influence of director's leadership on teachers' empowerment and organizational effectiveness in early childhood educational institutes. The subjects in this study were 627 teachers who worked at kindergartens and childcare centers located in Seoul and Gyeonggi province. The results showed that (1) transformational leadership had stronger effects on teacher empowerment than transactional leadership. (2) Directors' transformational leadership had meaningful effects on organizational commitment, but their transactional leadership didn't have effects on commitment. (3) Directors' transformational leadership had stronger effects on job satisfaction and job performance than transactional leadership.