• The Mathematical Education
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• v.50 no.1
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• pp.119-128
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• 2011

In this paper, we studied into a qualitative research to see mathematical understanding of preschool and kindergarten's teachers such as feeling attitude, parents' concern, difficulty of math teaching in kindergarten field, teacher's role, type of feed back, beauty of math, relationship of real life, and self philosophy of math education. We selected 10 teachers whose career was 7~10 years. Because this research way is qualitative, we can new aspect that teacher want to break their ignorance for math. Moreover, they would like to learn about math practicality, application, and beauty from art in professional training. Therefore we assert that fusion math lecture would support in the professional training for teacher, preschool or kindergarten's president training, and remuneration training.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.21-33
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• 2005

Two hundred ten kindergarten teachers participated in this investigation of the relationship between kindergarten teacher's achievement orientation and teacher efficacy. Instruments were the Teacher Efficacy Scale(Lee, 2002) and the Goal Orientation Scale(Lee, 2002). Data analyzed by ANOVA and hierarchical multiple regression analyses revealed that more highly educated and older teachers were more highly oriented toward mastery goals. Teacher high in mastery and in performance orientation exhibited higher efficacy while low mastery oriented teachers were low in efficacy. The influence of performance goal orientation significantly explained the variance in teacher efficacy. The incremental explanation on teacher efficacy by achievement goal orientation after controlling for demographic variables was statistically significant.

• Korean Journal of Child Studies
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• v.27 no.2
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• pp.71-84
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• 2006

This study investigated the relationship between types of attachment and social adaptation of kindergarten children. Subjects were 108 3-year-old children, their mothers, and their teachers. Results showed that children securely attached to both mother and teacher adapted better than children who were insecurely attached to both mother and teacher. Children who were securely attached to mother but insecurely attached to teacher, and children who were insecurely attached to mother but securely attached to teacher adapted better than children who were insecurely attached to both mother and teacher. This study suggests that the quality of child-mother or child-teacher attachment affects children's social adaptation with the passage of time in kindergarten.

• 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.

• Korean Journal of Human Ecology
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• v.17 no.3
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• pp.399-411
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• 2008

The study purposes to survey teacher's and child's difficulties which full day classes of public kindergarten regrouped in the afternoon time are having. The subjects are 4 full day class pre-service kindergarten teachers and 8 full-day class children in G Metropolitan City and in J Province. Data were collected through in depth interviews and participatory observation. According to the results, the variables of teachers' difficulties in managing full day classes regrouped in the afternoon time are "living as an outsider without a sense of belonging", "living as a false teacher rather than a real class teacher", and "living as a teacher giving specialty and aptitude education". The variables of children's difficulties are "moving like a migratory bird", "watching the clock and the door", and "being unable to concentrate". The study is expected to be useful as one of basic findings for desirable management of kindergarten full day classes regrouped in the afternoon time.

• Korean Journal of Human Ecology
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• v.12 no.5
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• pp.595-604
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• 2003

This study was designed to investigate the difference in the autonomous supervision and role performance according to the socio-demographic factors of the teachers. Also, the relation of the autonomous supervision and the role performance was examined. This research was conducted using the questionnaire to 394 teachers of national, public, and private kindergarten in Chung-buk province. Data were analyzed with the SPSSWIN program by the frequency, percentage, t-test, ANOVA, Scheffe post-hoc test and Pearson's correlation analysis. The results were summarized as follows: First, levels of autonomous supervision of kindergarten teachers were high in general and there were significant differences according to the institution, age, scholastic ability, and the career. The accomplishment in the public kindergarten was higher than that in the private one. Moreover, the higher the teacher's age, career, and scholastic ability, the higher the accomplishment. Second, levels of role performance of the kindergarten teachers were excellent, but the levels of role performance were higher in the public kindergarten than in the private one because the public teachers who did not transfer much had more chances of continuous education and higher responsibility. The role performance of teachers was found to be relatively higher in the kindergarten in countries than in cities because there were more public kindergartens than private ones in countries. Third, there were significant correlations between the lower factors of autonomous supervision and the role performance of the kindergarten teachers. Because the various types of the autonomous supervision can help the teacher's role performance, various types of the autonomous supervision which fit the developmental stages of the teachers will be desirable.

• Journal of Nutrition and Health
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• v.40 no.1
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• pp.89-96
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• 2007

This study was performed to weigh the average meal portion sizes served for preschoolers by kindergarten teacher. The subjects were 53 teachers from 8 kindergartens, which are random sampled by meal service number. Using the weighing method assessed the meal portion sizes of food items at lunch. The data was complied by performing $\chi^2-test$ using SPSS WIN 11.0. The result was as followed: 98.0% of teacher agreed with the meal service because of 'better food habit and table etiquette'(68.0%), 'health promotion with balanced diet'(22.0%), 'owing to extending school time'(6.0%) and 'demand of parents'(2.0%). Preschooler eat lunch at class (84.9%) and meal serving size was decided by teacher (79.2%). Teachers thought that they know very well about portion size 3.8%, 96.2% of teacher thought that they don't know much about portion size. Portion size were not significantly different by food tray types but there was much different (almost 100%) compared with minimum and maximum within dishes. Most average portion size was not met dietary reference intake except cooked rice, soups and fish cutlet. Working experience effected on portion size. More served, more working experienced of teacher. For example Bulgogi was served 26.8 g by teacher who has over 6 years working experience compared with 2-6 years (20.4 g) and less than 2 years (17.1 g) (p < 0.01). Spinach portion size was significantly different by teacher's working experience (p < 0.01). Portion size were not significantly different by preschooler's age. The reference of dietary for preschooler was different by age, but teachers served meal by their experience. According to the results of this study, it is necessary to educate meal portion size for kindergarten teacher who take charge in meal serving. To provide guidance to teacher about reasonable portion sizes for preschoolers, teacher need to take nutrition education about meal service and child nutrition in college. This study would be useful to those who plan meals for preschoolers and to researchers studying dietary intakes of preschooler.

• Journal of Convergence for Information Technology
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• v.10 no.3
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• pp.126-133
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• 2020

The purpose of this study is to investigate the effects of job satisfaction and life satisfaction on teacher-children interactions in kindergarten teachers. The tests of Job satisfaction scale, Life Satisfaction scale, Teacher-Children Interactions scale were administered to 320 public and private kindergarten teachers located in Gyeonggi-do, Gangwon-do. The statistical method employed for data analysis was Pearson's correlation analysis and multiple regression analysis. The results of study were as follows. First, the higher factors of job satisfaction (the teaching consciousness, development, innovation, autonomy, fellowship, and reward), the higher the teacher-children interaction. The higher the workload, the lower the verbal interaction between teacher-children. Second, the higher the life satisfaction of kindergarten teachers, the higher the emotional, verbal, and behavioral interaction between teachers and children. Third, the relative influences of the predictors on the overall interaction between teacher and children are life satisfaction (β=.24), development (β=.22), and fellowship (β=.16) and the explained variance are 25%.

• Korean Journal of Human Ecology
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• v.18 no.4
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• pp.857-867
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• 2009

The purpose of this study was to examine the relationships among principal's transformational and transactional leadership, subjective quality of life of teacher, and organizational commitment of teacher in kindergarten and day care center based on the survey data from 203 teachers working in kindergarten and day care center in Kyoungbuk province. The collected data were analyzed by Simple Regression, Multiple Regression in SPSS Win program(15.0 version). The main results of this study were as follows. First, principal's transformational and transactional leadership each exerted positive effects on teacher's subjective quality of life and organizational commitment. Second, teacher's subjective quality of life had a positive influence on organizational commitment. Finally, each effect of principal's transformational and transactional leadership on teacher's organizational commitment was mediated by teacher's subjective quality of life.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.443-452
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• 2023

After the integration of early childhood education and child care, young children school's teacher qualification conversion training for in-service teachers is necessary. In this study, the subjects and operation modules of teacher qualification training were examined. As a result of the study, it was found that kindergarten teachers without child care teacher qualifications needed 4 subjects and 12 credits, and teachers with only child care teacher qualifications needed 14 subjects and 30 credits. As qualification training institutions, the Department of Early Childhood Education at a 4-year University, the Department of Early Childhood Education at a junior College, and the Korea National Open University were proposed. In the case of kindergarten teachers who do not have a child care teacher, it was found that they could change their qualifications through job training.