• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.137-157
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• 2016

This study examines the effects of teacher's emotional intelligence on teacher-child interaction through the sequential mediation effects of efficacy belief about play and professional recognition. Participants were 268 teachers working at kindergartens in Gyeonggi area. Data were analyzed by descriptive statistic, Pearson's product-moment correlation, and the structural equation model using the SPSS 21.0 and Mplus 6.12 program. The main findings of this study are as follows: First, in regards to the relationship between emotional intelligence and teacher-child interaction, a single mediation effect of efficacy belief about play is significant. But there is no significant mediation effect of the professional recognition. Second, in regards to the pathway from emotional intelligence to teacher-child interaction, the professional recognition precedent mediation model is statistically significant, but efficacy belief about the play precedent mediation model is not significant. Based on the results, a concluding discussion was made regarding methods toward enhancing interaction between teacher and child.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.361-373
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• 2001

This study identified significant variables that influence the science teaching self-efficacy beliefs of Kindergarten teachers. Data was obtained from 317 kindergarten teachers who responded to the questionnaire, the Science Teaching Efficacy Belief Instrument (Riggs & Enochs). Results indicated that science teaching experience, teachers' attitudes about science and teaching science, and children's interest in science influenced science teaching self-efficacy. Science related experiences of childhood and schooling negatively affected science teaching outcome expectancy.

• The Journal of the Korea Contents Association
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• v.17 no.3
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• pp.115-128
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• 2017

The purpose of this study is to examine the influence of the distributed leadership upon kindergarten teachers' commitment of teachers. As a result of the analysis, first, the teachers' recognition on the distributed leadership at a kindergarten was confirmed to have a significant difference depending on the teaching career and the academic background. And the commitment of teachers perceived by the kindergarten teachers was identified to have a statistically significant difference according to the teaching career, academic background, and scale. Second, the kindergarten situation and the teacher leadership among sub-factors of the distributed leadership were indicated to have a positive effect on the commitment of teachers. Especially, the teacher leadership was confirmed to have a positive impact on the whole of professional consciousness, educational love, and passion, which are sub-factors in the commitment of teachers. What the distributed leadership has a positive influence upon the commitment of teachers at a kindergarten can be known to be ultimately the time when a teacher oneself fully recognizes responsibility, influence, and authority with thinking that a teacher oneself is a leader, rather than a director's leadership. Accordingly, a director's many responsibilities and authorities need to be properly entrusted so that the kindergarten teachers can display much more leadership.

• Journal of the Korean Home Economics Association
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• v.48 no.3
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• pp.31-41
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• 2010

This study analyzes the difficulties that student teachers, beginning teachers and experienced teachers face in the field of kindergarten, and urgent support requests. The total of participants was 372 of this number, 122 were student teachers, 118 were beginning teachers and 132 were experienced teachers. The results showed the difference in difficulties and the needed support requests among student teachers, beginning teachers and experienced teachers. Student teachers had the difficulty of time management, but beginning teachers and experienced teachers had trouble due to the nonexistence of assistant teachers. Student teachers required teaching strategies for starting relationships with children within responsibility. Beginning teachers and experienced teachers regarded the plan, practice, and evaluation of a program as the most needed support request. Collectively, the results revealed that expansion of the practice period is necessary for student teachers so that they can gain experience with children, parents, and the children's education institution with various opportunities as a learning course.

• Journal of Families and Better Life
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• v.20 no.2
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• pp.185-191
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• 2002

The Purposes of this study were to improve the understanding of how the Korean traditional fairy tales were recognized, by examining the recognition of parent and teacher toward the traditional fairy tales, and to serve as the basis for teacher and parent to guide children appropriately, by developing a desirable teaching activity, using the Korean traditional fairy tales. The subject in this study were 238 parents, and 77 kindergarten teachers in Seoul, Sunchon, Chonan, Ichon and Ulsan city. And the questionnaire was used. The collected data were handled by frequency, percentage and t-test. The findings of this study were as below: These Parents and teachers thought the Korean traditional fairy tales are appropriate because of moral, ethical values, and knowledge. On the older hand, they thought these are inappropriate because of unrealistic things or image.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.8 no.2
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• pp.169-177
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• 2015

In this study, we investigate the effect on self-esteem in accordance with job satisfaction and psychological exhaustion of the kindergarten teachers. The data were collected through a survey aimed at 168 kindergarten teachers located in ${\bigcirc}$ gu, ulsan city from September 10, 2014 to October 17. Analysis methodologies using the program SPSSWIN 21.0 and Amos 21.0 were carried out. empirical analysis is verified at the significance level of 5% by t-test, one-way analysis of variance, correlation analysis, confirmatory factor analysis, structural equation. Results are as follows. First, the relationship between job satisfaction and self-esteem can be seen that there is no correlation. Second, the relationship between self-esteem and psychological exhaustion hat there is a correlation with each other. This study found out a direction to maximize the qualitative effects of Childhood Education. Also this study was considered to be the basic data to improve the working environment of kindergarten teachers and to provide a educational direction of early childhood teacher.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.345-358
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• 2018

The goal of this study was to analyze the degree of kindergarten teacher's understanding with respect to educational activities of social relationships area & art experience area in the Nuri-curriculum and to provide complementary materials and educational programs for enhancing kindergarten teacher's professional development. The tool for this study was a number of questionnaires on teacher's understanding in two area. The number of survey participants were 650 teachers and 78 preliminary teachers, 728 in total. Statistical analysis to this research responses was done by SPSS 23 at the significance level of .05, .01, .001 each. Research findings reached a conclusion of proposing differentiated complementary materials and educational programs based on the types of kindergarten, qualification of teachers and their demographics. That is, it should be adjusted to the differences in establishment-operation types of kindergarten, location/size/ages of class, careers/ages/license of teachers, and current-preliminary teacher's understanding. The educational activities of social relationships area should be focused on an attitude of valuing oneself and family by browsing and practicing what one can do for oneself and family. The educational activities of art experience area should be focused on integrated experience of artistic expression and appreciation activities by exploring musical, movement and artistic elements.

• Journal of Convergence for Information Technology
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• v.8 no.1
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• pp.115-121
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• 2018

The purpose of this study is to examine the effects of kindergarten teachers' rights and obligations on teacher - A questionnaire survey was conducted on 174 teachers in kindergartens in Seoul, Gyeonggi, and Incheon. The results of this study are as follows: First, teachers' rights have a statistically significant effect on the rights of education and status in linguistic interaction, which is a sub-domain of teaching-infant interaction. And in behavioral interactions, the rights of labor have had a negative impact. In the linguistic interaction and emotional interaction, which are subdivisions of teacher-infant interaction, teacher's duty had a statistically significant effect on the duties of status, while teacher's duty was the sub-domain of inter- Duties of integrity and duty and duty of status did not affect.

• Child Studies in Asia-Pacific Contexts
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• v.1 no.1
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• pp.59-75
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• 2011

This case study examines two drama specialists' perspectives on the purpose of drama education and how their visions and beliefs are reflected in their drama practices during a sixweek kindergarten drama program. Two experienced drama specialists who have worked at public elementary schools located in the Midwestern United States were the main participants of this case study. Using a qualitative case study method, in-depth observations and semistructured interviews were carried out. Findings show that the drama specialists believed the purpose of drama education to be the building of self-confidence, creativity, awareness of the arts and respect for others. Both congruent and inconsistent relations between their beliefs and their teaching practices were observed. Based on these findings, an understanding of how specialists' beliefs and practices contribute to a broader understanding of drama education is further discussed.

• Korean Journal of Child Studies
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• v.23 no.4
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• pp.137-152
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• 2002

In response to a growing trend toward downward escalation of public school curriculum, the present study surveyed so-called extracurricular activities in kindergartens and analyzed teacher's perception of these activities. Questionnaires were mailed to 1300 private kindergartens and 1116 responses were received. Major findings were that over 89% of the respondents reported doing extracurricular activities in their kindergartens, mostly using 3-4 different kinds of special activities. The 3 most highly ranked lessons in order of frequency were English, art and physical activity. Whole group time was most often used for extracurricular activities. Kindergarten teachers were concerned with the qualifications of teachers for these activities. Teachers of these extra activities usually have no specialized training or supervised experience working with 3-through 5-year-old children.