• 아동학회지
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• 제28권4호
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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.

• 한국생활과학회지
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• 제12권5호
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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.

• 아동학회지
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• 제24권6호
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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.

• 한국보육지원학회지
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• 제11권2호
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• pp.39-57
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• 2015

본 연구는 사립유치원교사의 교사효능감과 의사소통능력이 직무스트레스에 미치는 영향을 규명하기 위해 실시되었다. 경기도의 사립유치원에 재직 중인 161명의 교사를 대상으로 설문지를 통한 조사를 실시하였고, 교사효능감 질문지(신세니, 2001), 의사소통능력 질문지(최일선, 조운주, 2010)와 직무스트레스 질문지(임진형, 2000)를 사용하였다. 결과 처리를 위해 빈도분석, 신뢰도 검증, Pearson의 적률상관분석, 회귀분석을 실시하였다. 연구결과 첫째, 사립유치원교사의 개인적 교수효능감은 직무스트레스 전체뿐만 아니라 그 하위요인 모두에 부적 영향을 미쳤으며, 일반적 교수효능감의 경우 개인 관련 스트레스에 부적 영향을 미쳤다. 둘째, 사립유치원교사의 의사소통능력은 직무스트레스 전체와 하위변인인 원아들과의 활동, 업무관련, 행정적 지원, 대인관련, 경제적 안정, 그리고 개인과 관련된 스트레스에 모두 부적 영향을 미쳤다. 본 연구는 사립유치원교사를 대상으로 한 교육과정 내에 교사 효능감을 향상시킬 수 있는 내용과 의사소통능력을 발휘하고 직무스트레스에 대처하는 능동적인 태도를 형성할 수 있는 교과내용을 구성하는데 기초정보를 제공할 수 있다.

• International Journal of Human Ecology
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• 제17권1호
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• pp.39-51
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• 2016

This pilot study examined programs for early childhood education and care in three Chinese cities. The samples for this study were one university-based kindergarten, one private kindergarten (rural area), and one public kindergarten (urban area). Six types of instruments were used to assess early childhood education and care services regarding quality matters. Most questions asked were open-ended; consequently, the interview answers by kindergarten directors or teachers (as well as observations made by the researcher) formed the basis for collecting the data. Quality components for each program were determined by a comparison method. The comparison allowed the researcher to understand the range of quality education and care available as well as the variability of existing kindergarten programs in China. The findings of the investigation revealed important information on; (a) demographic information (fees, class hours, total weeks of class, vacation, number of children and staff, class size, and teacher-child ratio) (b) teacher characteristics, (c) health practices, (d) safety practices, (e) work environment, (f) physical settings, (g) play materials, (h) parent involvement, (i) nutrition, (j) daily schedule. Implications within the Chinese context for quality practices and issues to further develop and strengthen early childhood education and care systems are discussed.

• 한국교육논총
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• 제42권1호
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• pp.73-97
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• 2021

본 연구는 유치원 교사의 공감능력과 가정연계효능감이 교사-학부모 관계 인식과 교사소진에 미치는 효과가 어떠한지, 그리고 공감능력과 유치원 교사가 인식하는 교사-학부모 관계 및 교사소진의 관계에서 가정연계효능감의 조절효과가 유의한지를 확인하고자 하는 목적으로 수행되었다. 이를 위해 충북지역에 근무하는 공·사립 유치원 교사 208명을 대상으로 설문을 실시하였고, JAMOVI 1.6.23을 활용하여 응답자료를 분석하였다. 주요 연구결과는 다음과 같다. 첫째, 유치원 교사의 공감능력과 가정연계효능감 모두 교사-학부모 관계 인식에 유의한 정적효과를 보였다. 둘째, 유치원 교사의 공감능력과 교사-학부모 관계 인식에서 가정연계효능감의 유의한 조절효과가 나타났다. 구체적으로 유치원 교사의 가정연계효능감이 높을 때(M+1SD) 공감능력이 높을수록 교사-학부모 관계 인식이 유의하게 높아졌으며, 가정연계효능감이 평균 수준이거나 낮을 때(M-1SD)는 공감능력이 교사-학부모 관계 인식에 미치는 효과가 유의하지 않았다. 셋째, 유치원 교사의 공감능력과 가정연계효능감 모두 교사소진에 유의한 부적효과를 나타냈으며, 공감능력과 교사소진의 관계에서 가정연계효능감의 조절효과는 유의하지 않았다. 본 연구는 유치원 교사가 인식한 교사-학부모 관계와 교사소진에 있어 공감능력과 가정연계효능감의 역할을 확인하고, 특히 공감능력이 교사-학부모 관계 인식에 미치는 효과가 가정연계효능감 수준에 따라 조절됨을 확인함으로써 가정연계효능감의 중요성을 인식하였다는 점에서 의의가 있다.

• 한국생활과학회지
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• 제13권3호
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• pp.407-415
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• 2004

The purpose of this study was to investigate the effect of kindergarten's factors on athletic movement ability in early childhood. The factors included teacher's perception of athletic movement, length of time for physical activity, and number of athletic facilities in the kindergarten. The subjects consisted of 551 children aged from four to five years in 8 private kindergartens. The instruments used for this study were the obstacle course of Project Spectrum for measuring athletic movement ability, and the questionnaire to investigate the teacher's perception, length of time for physical activity, and number of athletic facilities in the kindergarten. The data from all the tests were analyzed by correlation and regression analyses. The results of this study exhibited that the length of time for physical activity was the most important factor among three factors, and the teachers' perception of athletic movement and the number of athletic facilities in the kindergarten were also deciding factors for the children's athletic movement ability.

• 융합정보논문지
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• 제10권4호
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• pp.81-88
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• 2020

본 연구의 목적은 유아교사의 직무스트레스와 자아탄력성이 삶의 만족도에 미치는 영향을 확인하고 삶의 만족도의 질적 향상 방안을 탐색하는 것이다. 이를 위해 강원도에 소재한 공·사립 유치원, 어린이집 교사 198명을 대상으로 직무스트레스, 자아탄력성, 삶의 만족도 설문지를 사용하여 응답하게 하였다. 수집된 자료를 토대로 Pearson의 적률상관관계 분석과 위계적 중다회귀분석을 실시한 결과는 다음과 같다. 첫째, 유아교사의 직무스트레스가 높을수록 삶의 만족도는 낮아지며, 자아탄력성이 높을수록 삶의 만족도가 높아지는 유의미한 관계가 나타났다. 특히 직무스트레스의 하위변인인 경제적 영역은 유아교사의 자아탄력성, 삶의 만족도와 유의미한 부적상관이 나타났다. 둘째, 경제적 영역과 관계탄력성, 활동성의 예측변인들이 유아교사의 삶의 만족도에 유의하게 영향을 미치며, 자아탄력성의 하위변인인 관계탄력성이 삶의 만족도에 대해 상대적으로 설명력이 가장 크게 나타났다. 이는 교사의 삶의 만족도를 높이기 위해 자아탄력성을 촉진시킬 프로그램 개발이 필요함을 시사한다.

• 아동학회지
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• 제31권2호
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• pp.69-83
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• 2010

This study was a comparative investigation of the influence of demographic variables and teacher's empowerment on organizational effectiveness in public and private kindergartens. The subjects were 303 teachers at either public or private kindergartens. The measures used for this study were questionnaires, the SPES(School Participant Empowerment Scale) and the Organizational Effectiveness Scale. The survey used in this study and data were analyzed by means of a t-test, Pearson's correlation, and multiple regression analyses. The results showed that teachers in public kindergartens had higher scores in terms of both empowerment and organizational effectiveness than teachers in private kindergartens. Empowerment was seen to be an influential factor in measuring teacher's organizational effectiveness.

• 한국생활과학회지
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• 제22권6호
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• pp.571-586
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• 2013

The purpose of this study was to examine educational meanings of snack and lunch time of 4-year-old children and their teachers in a kindergarten class. The study was done in the Class of 4-year-old children in S Kindergarten located in Songpa-gu, Seoul. And 30 children of this class, Teacher A who is the teacher in charge of the Class, and Teacher B who is the researcher and teacher in charge of it participated in it. The study was carried out by the ethnography method and data collection was done through participation observation, interviews, video and voice recording, and data collection of photography shooting. The results are as follow: First, the children had private conversations, shared their cultures, deepened and expanded their existing concepts, expressed their emotions and relieved their tension, and strengthened relations with friends during the snack and lunch time. Second, the teachers promoted conversation and communication, gave the opportunity that the children can set the lunch table by themselves and tried to make the snack and lunch time with the children by discussing what they are how they are operated with them together. In conclusion, the snack and lunch time can be more meaningful time for children when there are proper educational plans and support of teachers which are considered children's viewpoints.