• 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.

• 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.

• 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.

• 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.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.247-252
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• 2023

The purpose of the study was to examine the mediating effect of kindergarten teachers' psychological burnout in the relationship between grit and teacher-child interactions. We conducted a cross-sectional study with 191 kindergarten teachers in South Korean. To measure the major variables, Grit scale [1], teacher-child interaction scale [2], and psychological burnout scale [3] were used. Hayes' PROCESS macro was used to test mediation effects of psychological burnout in the relationship between grit and teacher-child interactions. Indirect effects were tested using bootstrapped confidence intervals. As the results, kindergarten teachers' teacher-child interactions were found to have a significantly positive correlation with their grit but a significantly negative correlation with their psychological burnout. In addition, the relationship between grit and teacher-child interactions was mediated by psychological burnout.

• 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.

• 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.

• Korean Educational Research Journal
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• v.42 no.1
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• pp.73-97
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• 2021

This study examines how kindergarten teachers' empathy and efficacy in enlisting parental involvement predict perceived parent-teacher relationships and teacher burnout. It also investigates whether teacher efficacy in enlisting parental involvement moderates the relationship between kindergarten teachers' empathy, perceived parent-teacher relationships, and teacher burnout. A total of 208 public and private kindergarten teachers employed in the Chungbuk area participated in a survey, and the data were analyzed using JAMOVI (version 1.6.23). There were three major findings. First, both kindergarten teachers' empathy and efficacy in enlisting parental involvement positively predicted perceived parent-teacher relationships. Second, there was a significant interaction effect between teacher empathy and teacher efficacy in enlisting parental involvement on perceived parent-teacher relationships. Specifically, when teacher efficacy in enlisting parental involvement was high (M+1SD), teacher empathy significantly positively predicted parent-teacher relationships. By contrast, when teacher efficacy in enlisting parental involvement was average or low (M-1SD), the effect of teacher empathy on the perceived parent-teacher relationships was not significant. Third, both kindergarten teachers' empathy and teacher efficacy in enlisting parental involvement negatively predicted teacher burnout, but there was no significant interaction effect between teacher empathy and teacher efficacy in enlisting parental involvement on teacher burnout. This study identified the role of teacher efficacy in enlisting parental involvement within the context of kindergarten teacher-parent relationships and teacher burnout. It confirmed that the effect of teacher empathy on parent-teacher relationships is moderated by the level of teacher efficacy in enlisting parental involvement.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.81-96
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• 2006

The purpose of this study was to investigate the variables that influence public kindergarten teachers' role performance. A sample of 320 public kindergarten teachers in Gyeonggi-Do was selected randomly. Teacher's career, educational background, age, self-concept, and awareness of teaching profession, class size, age of classroom students, and organizational climate were examined as possible factors affecting teachers' role performance. Results showed that all factors except class size were related to teachers' role performance. The most significant impact on public kindergarten teachers' role performance was teacher autonomy in organizational climate.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.597-607
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• 2009

The purpose of this study was to investigate the perception of kindergarten teachers about which content should be included in early childhood mathematics education. Then the researcher looked into the findings according to the 2007(7th) national kindergarten curriculum. The results showed that kindergarten teachers perceived the important of balanced content areas of early childhood mathematics education. But the results also showed that kindergarten teachers perceived classification as the most important content areas of early childhood mathematics education. This implicates that the kindergarten teachers revealed somewhat conflicting beliefs about mathematics education. The results also showed that kindergarten teachers did not perceive space and data analysis as the most important content areas of early childhood mathematics education according to the 2007 national kindergarten curriculum The kindergarten teachers also suggested basic and restricted mathematics concepts. The results of this study were discussed related with the problems in early childhood mathematics education, especially the problems in teacher education.