• Title/Summary/Keyword: kindergarten teacher

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Parents' Image of Kindergarten Teacher (학부모가 인식하고 있는 유치원 교사의 이미지)

  • Jung, Myung-Sook;Hwang, Hae-Ik
    • Korean Journal of Child Studies
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    • v.31 no.3
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    • pp.67-82
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    • 2010
  • The purpose of this study was to examine parents' image of kindergarten teacher in a bid to provide useful information on kindergarten teacher and parents education to improve the image of kindergarten teachers. The participants in this study were 90 mothers whose young children attended kindergarten in the city of Busan. They were asked to describe what words came into their mind about the image of kindergarten teacher and what an ideal image of kindergarten teacher should be like. Among the participants, ten mothers were interviewed to tell about the ideal image of kindergarten teacher. The largest number of the parents wrote down the words that represented the image of the personality of kindergarten teachers, and love and friendliness were the most common words that the parents mentioned. As for an ideal image of kindergarten teacher, they wanted kindergarten teachers to love preschoolers, to have a good and friendly personality, to see through young children's eyes and to be positive and happy. It indicated that the parents expected their children to be educated by teachers who are understanding, cheerful, have a good personality and love children as their own children.

Structural Correlations among Director's Servant Leadership, Teacher's Ego-Resilience and Organizational Commitment in Early Childhood Education Center (원장의 서번트 리더십, 유아교사의 자아탄력성 및 조직몰입 간의 구조적 관계)

  • Oh, Seung-Hyun;Kwon, Yeon-Hee
    • Korean Journal of Childcare and Education
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    • v.13 no.1
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    • pp.1-17
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    • 2017
  • Objective: The purpose of the present study was to investigate the structural relations among kindergartens director's servant leadership, ego resilience and organizational commitment of kindergarten teachers. Methods: The subjects in this study were 387 kindergarten teachers working in B city. A director's servant leadership, kindergarten teacher's ego resilience and organizational commitment were assessed by a teacher-reported questionnaire. The collected data were analyzed using descriptive statistics, Pearson's product-moment correlation, and a structural equation model using the Bootstrapping method. Results: First, there were significant relationships among the variables analyzed in this research, namely, a director's servant leadership, kindergarten teacher's ego resilience and organizational commitment. Second, Teacher's ego resilience partially mediated the effect of a director's servant leadership upon kindergarten teacher'organizational commitment. Conclusion/Implications: Results suggest the importance of a director's role in the context of improving kindergarten teacher's ego resilience and organizational commitment.

Kindergarten Teacher's Perception and the Practices about the Multicultural Education (유아교사의 다문화교육에 대한 인식과 실태에 관한 연구)

  • Chae, Young-Ran;Park, Hee-Suk
    • Korean Journal of Human Ecology
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    • v.18 no.3
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    • pp.571-581
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    • 2009
  • The purpose of this study was to examine teacher's perception, practices about the multicultural education. The subjects were 382 kindergarten teachers in G province. Kim A Young(1996)'s questionnaire which is modified and improved after preliminary research was used to measure teacher's perception and practices about the multicultural education. The data were analyzed by the descriptive statistics, t-test, one-way ANOVA, Scheffe test. The results of this study were as follows. First, Kindergarten teacher's perception about multicultural education were significantly different by teacher's teaching careers, teacher's kindergarten types, children's age, learning experience in preservice curriculum. Second, Kindergarten teacher's practices about multicultural education were significantly different by teacher's teaching careers and kindergarten types.

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.

The Relationships among Kindergarten Teachers' Job Stress, Ego-Resilience and Life Satisfaction (유아교사의 직무스트레스, 자아탄력성, 삶의 만족도의 관계)

  • Moon, Myung-Hwa
    • Journal of Convergence for Information Technology
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    • v.10 no.4
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    • pp.81-88
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    • 2020
  • The purpose of this study is to investigate the effects of the job stress and ego-resilience of kindergarten teachers life satisfaction, and to explore ways to improve life satisfaction. 198 public and private kindergarten teachers and childcare center teachers in Gangwon-do were asked to respond by using job stress, ego-resilience, and life satisfaction questionnaires. Based on the collected data, Pearson's correlation coefficient analysis and hierarchical multiple regression analysis are as follows. First, the higher the job stress of the kindergarten teacher, the lower the life satisfaction, and the higher the ego-resilience, the higher the life satisfaction. In particular, the reward, a sub-variable of job stress, had a significant negative correlation with the kindergarten teacher's ego-resilience and life satisfaction. Second, the predictors of relationship resilience, energy, and reward significantly influenced the life satisfaction of kindergarten teachers, and the relationship resilience was relatively explanatory about life satisfaction. This study suggests that an educational plan to be explored to improve ego-resilience for kindergarten teacher's life satisfaction.

Comparison of Relationships of Empowerment and Job Satisfaction Between Teachers in Public and Teachers in Private Kindergartens (국공립과 사립 유치원교사의 임파워먼트와 직무만족 간 관계 비교)

  • Kim, Jung-Hee;Moon, Hyuk-Jun
    • Korean Journal of Child Studies
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    • v.28 no.4
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    • pp.155-168
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    • 2007
  • The subjects of this study of variables influencing job satisfaction were 153 public and 191 private kindergarten teachers in Seoul and Gyeonggi Province. Results showed that empowerment, workloads, and job satisfaction indexes (compensation, innovation, autonomy, and future growth) of public kindergarten were higher than private kindergarten teachers. Extrinsic job satisfaction correlated with professional growth and teacher empowerment for public kindergarten and with status for private kindergarten teachers intrinsic job satisfaction correlated with decision-making for public and with status for private kindergarten teachers. The strongest predictor of job satisfaction for public kindergarten was professional growth and status for private kindergarten teachers.

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The Influence of Self-concept on Kindergarten Teachers' Job Satisfaction (유치원 교사의 직무 만족도에 영향을 미치는 자아 개념 요인에 관한 연구)

  • Cho, Boo Kyoung;Go, Young Mi;Park, Guen Hui
    • Korean Journal of Child Studies
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    • v.24 no.6
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    • pp.81-94
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    • 2003
  • This study explored the relationship between kindergarten teachers' self-concept and job satisfaction. The subjects were 345 public and private kindergarten teachers. Instruments were 2 questionnaires: The Tools for Measuring kindergarten Teachers' Self-concept, and the Survey of Kindergarten Teacher Job Satisfaction. Results showed that kindergarten teachers' self-concept was positively correlated with job satisfaction. The most important sub-factor influencing job satisfaction was self-concept regarding professional and social position. These results imply that teacher education program or organizational climate improving teachers' positive self-concept would be needed.

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Church School Kindergarten Teacher Education Programs for Teachers' Perceptions and Needs Analysis (교회학교 유치부 교사교육프로그램에 대한 교사들의 인식 및 요구)

  • Kim, Sung Hye;Kang, Ran Hye
    • Korean Journal of Childcare and Education
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    • v.8 no.6
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    • pp.77-97
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    • 2012
  • This study aims to analyze the recognition and demands of church school kindergarten teachers enrolled in a kindergarten teacher training program. 278 kindergarten teachers in the Seoul and Gyeonggido area were chosen as the research objects and questionnaires were distributed to and recollected from them. The questions cover 3 areas: the recognition, necessity and contents of the training program for kindergarten teachers. The data from the collected questioners were processed to bring in frequency and percentage by question and an X2 test was employed to see whether there was a difference among background variables. In addition, mean and standard deviation were used for the questions regarding the program contents. The results showed that the teachers had a deep interest in and awareness of the necessity of the program. Among the demographic variables, they turned out statistically different by academic career, education-related career and major. Second, the list of the demands they made for the training contents for kindergarten teachers showed that they wanted, in the order of importance; educating parents, understanding young children, handling techniques of troubled children, effective communication skills with young children, and understanding their traits and teaching methods by trait and spiritual training of teachers.

The perception of pre-service kindergarten teacher toward children's fundamental habit education (유아 기본생활습관 교육에 대한 예비유아교사의 인식)

  • Youn, Jin-Ju
    • Korean Journal of Human Ecology
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    • v.18 no.3
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    • pp.583-595
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    • 2009
  • The study was to see if the perceptions of pre-service kindergarten teacher toward the education of children's fundamental habit would show different characteristics based on their school type, education learning experience, and practicum experience. Subjects were 200 students majoring in early childhood education who were attending 3-year colleges and 4-year universities in Jellabuk-do and Daejeon. Preceding researches were referenced to develop questionnaire for the research method. The collected data was analyzed through t-test and Chi-square test. The followings are results: First, the interest in education showed significant difference in school type, but not significant difference in education learning experience and practicum experience. Second, the recognition in educational goal showed significant difference in practicum experience, but not significant difference in school type and education learning experience. the educational content showed significant difference in education learning experience, but not in school type and practicum experience. the recognition in educational principal showed significant difference in school type, but not significant difference in education learning experience and practicum experience. the recognition in educational method showed no significant difference in school type, education learning experience and practicum experience. Third, the recognition in educational hardship toward teaching showed significant difference in school type, education learning experience and practicum experience. The results of study would provide the righteous cognitive establishment of children's fundamental habit education and serve the appropriate guidelines being professor for our perspective kindergarten teachers. Also, they would be utilized as basic information to plan the direction of children's fundamental habit education to develop the program of children's life guidance.

Creative Personality and Teacher Efficacy of Pre-service Kindergarten Teachers (예비유아교사의 창의적 인성과 교사효능감의 관계)

  • Lee, You Mi
    • Korean Journal of Childcare and Education
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    • v.5 no.2
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    • pp.1-20
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    • 2009
  • This paper is intended as an investigation of relation between pre-service kindergarten teacher's creative personality and teacher's efficacy. Subjects of this study were 160 third grade students of S collage & Y collage. They were major in infant or early childhood education and have an field practice experience of nurture and education. Tool for measurement is Creative Personality Scale of Ha Juhyun and TEBI(Teaching Efficacy Belief Instrument) teacher's efficacy test which is modified by Kim Sunnam. The collected data were analyzed by one-way ANOVA, post hoc Scheffe' test, Pearson's correlation and stepwise regression. The following results were obtained. First, there is no difference in creative personality according to academic grade, age, experience of leadership in collage. Second, there is a static relation between age of pre-service kindergarten teacher and teacher's efficacy especially personal teacher's efficacy. Third, points of creative personality is relative to teacher's efficacy, especially relative to personal teacher's efficacy. Among the sub-factors of creative personality, factors estimates teacher's personal efficacy are 'self belief, imagination and open mind'. On these ground, I comment on curriculum which will educate creative personality of pre-service kindergarten teacher.

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