• Korean Journal of Childcare and Education
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• v.20 no.1
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• pp.73-89
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• 2024

Objective: The purpose of this study was to examine the effect of communication and cooperation between teachers and parents on infant care. Specifically, this study explored the direct effect of teacher-parent partnership on teacher-infant interactions and the indirect effect through teacher sensitivity. Methods: The participants of this study were 216 teachers in charge of infant classes at child care centers located in Gyeonggi-do. They responded to questionnaires on teacher-parent partnership, their sensitivity, and teacher-infant interactions. Data were analyzed using structural equation modeling. Results: First, teacher-parent partnership did not have a direct impact on teacher-infant interactions. Second, teacher-parent partnership indirectly influenced teacher-infant interactions through teacher sensitivity. In other words, a high level of teacher-parent partnership was associated with a high level of sensitivity, subsequently resulting in the provision of high-quality interactions for infants. Conclusion/Implications: This study confirmed the role of teacher sensitivity as a mechanism to explain how teacher-parent partnership is linked to teacher-child interactions. The results emphasize the importance of communication and cooperation between teachers and parents in enhancing teachers' sensitivity and, ultimately, providing high-quality child care to infants.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.63-82
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• 2015

The purpose of this study is to analyze the influence of the working-environment and job-satisfaction on the turnover intention of infant-care teachers. For this study, a survey was conducted on 200 infant-care teachers, who work in facilities of Northern Gyeonggi-do. The main results of this study are as follows: First, the turnover intention of infant-care teachers has no statistically significant differences by socio-demographic factors. Second, turnover intentions relate negatively to working-environment and job-satisfaction. More job-autonomy reduces the turnover intention and more job-conflict and job-burden increases the turnover intention. Third, the working-environment and job-satisfaction have influences on the turnover intention of infant-care teachers in the regression model. In conclusion, we need to improve the working-environment and to enhance job-satisfaction in order to reduce the turnover rate of infant-care teachers.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.71-95
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• 2009

This study investigated relationships among infant development, teacher's sensitivity, home literacy environment, and infant-teacher interaction in the child care setting. Verbal and behavioral interactions between 30 2-year-old infant-teacher pairs were video-recorded during free play activities; teachers' sensitivity was observed by trained observers; infant development was assessed by teachers; data on the early home literacy environment were gathered through maternal self-reported questionnaires. Data were analyzed by descriptive statistics, t-tests, and correlation analyses. Results indicated that boys showed more naming; girls showed more physical contact with teachers. Infants high in overall developmental level showed more behavioral interaction with teachers. Teacher's sensitivity correlated positively with behavioral imitating and negatively with questioning and nodding. Verbal interaction in the home correlated positively with nodding.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.169-188
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• 2016

The purpose of this study was to examine the influence of religious maturity of Christian teachers in child care centers on teacher-infant interaction, emotional labor and emotional intelligence. The survey was conducted on 173 Christian teachers of early-child classes who work in child care centers in Gyeonggi-do province. For the research analysis, frequency and Cronbach's ${\alpha}$ coefficient were calculated and regression analysis were conducted. The results are as follows. First, the affective and volitional factors from religious maturity of Christian teachers in child care centers have had a positive influence on the overall teacher-infant interaction. Second, the affective factor from religious maturity of Christian teachers in child care centers have had a negative influence on outward behavior, which is the lower variable of emotional work, and a positive influence on inner behavior. Third, the volitional factor from religious maturity of Christian teachers in child care centers have had a positive influence on perception of self-emotions, perception of others' emotion, emotional application, emotional control, and emotional intelligence overall.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.155-171
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• 2020

Objective: The purpose of this study is to analyze the structural relations between infant teachers' career, efficacy, sensitivity, and the development of their professionalism. Methods: Data were collected from 320 infant teachers working at day care centers in Gyeonggi-do and Seoul. The collected data were applied to SPSS 22.0 program. With the data, correlation analysis and structural equation model analysis were conducted. Results: Firstly, infant teachers' career didn't influence the development of their professionalism directly, but indirectly affected their efficacy and sensitivity. Secondly, the variables that directly affected the development of their professionalism were teacher efficacy and sensitivity. Thirdly, teacher efficacy and sensitivity had full mediation between their career and the development of professionalism. Conclusion/Implications: Infant teachers' career affected the development of their professionalism through teacher efficacy and sensitivity. Based on the result, a plan for developing infant teachers' professionalism was proposed, and suggestions of follow-up research were discussed.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.169-192
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• 2012

This study reviewed the current status of in-service education programs for infant care teachers in early childhood education and care settings. In addition, the training program(titled "infant specialist program") which had been developed in one district of Seoul in order to assist the job performance and speciality for infant care teachers was discussed. The focus in the development of the training program, its teaching content and method were addressed in detail. The results related to evaluation of the training program of interest were reported. The infant care teachers who had participated in the training program reported that the levels of their teaching efficacy and those of knowledge of infant development from post-tests were significantly increased over time. In line with the main results of this study, implications for practice and policy were discussed.

• Korean Journal of Childcare and Education
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• v.3 no.1
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• pp.89-107
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• 2007

The purposes of this study were to investigate child care teacher's job Satisfaction and infant temperament associated with teacher-infant relationship in the infant class. The subjects were 175 infants and 50 their teachers in Chung Ju City. The collected data were analyzed by paired sample t-test, ANOVA using the SPSSWIN Computer Program. The results of this study were; First, Child Care teacher's job Satisfaction the infant class was high in teachers with low age group. Second, Child Care teacher's job Satisfaction in the infant class was high in teachers were positively related to intimacy of teacher-infant relationship. Finally, Infant temperament were no related to teacher-student relationship.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.129-140
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• 2019

Objective: Teacher's professionalism means the ability to apply the knowledge, skills and attitudes related to child care effectively to carry out the child care process. Depending on the professionalism of the teacher, the teacher-infant interaction may be affected and the job satisfaction may be different. The purpose of this study was to investigate the level of perceived level of infant teachers' professionalism and to investigate the effect of professionalism of infant teachers on teacher-infant interaction and teacher's job satisfaction. In addition, through this study, it is aimed to help the infant teachers themselves to measure their own abilities and qualities and to develop individual growth by recognizing the importance of infant teacher's professionalism in the daycare center. Methods: For this study, a questionnaire survey was conducted on 329 infant teachers who were in charge of the ages between 0 and 2 years. The collected data were analyzed using SPSS / WIN 24.0 program. First, the mean and standard deviation of the subfactors of the infant teachers were determined in order to know the level of professionalism, teacher-infant interaction, In order to investigate the relationship between the variables, we conducted a Pearson correlation analysis. Finally, Multiple regression analysis was conducted to examine the effects of the teacher's professionalism on teacher-infant interaction and subfactors, and teacher job satisfaction and subfactors. Results: Teacher professionalism was found to have a positive effect on teacher-infant interaction, and caring interaction and teacher-parent-community relations were found to affect teacher-infant interaction. In addition, teacher professionalism had a positive effect on job satisfaction, and child development, curriculum, and teacher-parent-community relations were found to affect job satisfaction. Conclusion/Implications: Influence of teacher-infant interaction and teacher job satisfaction is different according to subfactors of teacher's professionalism. In particular, this suggests that it is necessary to consider ways to selectively raise the level of teacher professionalism according to the situation of infant teachers in each region.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.350-360
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• 2015

Purpose: The purpose of this study was to evaluate the effectiveness and retention period of immediate remediation for infant cardiopulmonary resuscitation (CPR) in child care teachers. Methods: This study used a nonequivalent comparison pre- and post-test design to measure knowledge about and confidence in infant CPR and an interrupted time-series design to determine skill performance. The experimental group (n=25) received both immediate remediation and video learning for infant CPR, and the comparison group (n=28) received video learning only. Knowledge and confidence were measured before and after 4 weeks. Their skill performance was tested immediately, and 4 weeks, 8 weeks, 12 weeks, and 24 weeks after intervention. Data analysis consisted of ${\chi}^2$ tests, t-tests, paired t-tests, and a generalized linear mixed model. Results: There were significant increases in knowledge and confidence within the experimental group. Skill performance showed a significant difference according to the group factor (F=10.81, p=.002) and measurement time (F=146.80, p<.001). The experimental group maintained significantly higher skill performance than did the comparison group. Conclusion: These findings support the necessity of immediate remediation education for infant CPR to maintain skill performance. In addition, appropriate renewal time and the improvement of training programs for child care teachers are necessary.

• Korean Journal of Childcare and Education
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• v.12 no.5
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• pp.71-90
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• 2016

The purpose of this study was to identify the influences which were child care center infant teacher's coaching competency, director management competency, institutional resources, and parent expectation and participation that have on infant-teacher relationships. The subjects in this study were 379 infant teachers working in child care centers across the country. A director management competency questionnaire, institutional resources questionnaire, parent expectation and participation questionnaire, infant-teacher relationships questionnaire, and coaching competency questionnaire were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, the influence of director management competency on infant-teacher relationships is completely mediated through infant teacher's coaching competency. Secondly, the influence of institutional resources on infant-teacher relationships is completely mediated through infant teacher's coaching competency. Thirdly, the influence of parent expectation and participation on infant-teacher relationships is completely mediated through infant teacher's coaching competency.