• 대한지구과학교육학회지
• /
• 제13권1호
• /
• pp.64-73
• /
• 2020

이 연구의 목적은 발명 영재 지도교사가 겪는 어려움을 파악하고 이를 지원하기 위한 방안을 모색하는데 있다. 이를 위해 발명 영재 지도 경력 3년 이상의 교사 4명을 대상으로 사례연구를 실시하였다. 연구 결과 발명 영재 지도교사는 크게 교사 자신의 어려움, 학생 지도의 어려움, 학부모 관계의 어려움, 학교 관계의 어려움, 교육지원정과의 어려움을 겪고 있었다. 이에 대한 지원 방안으로는 지도교사에 대한 유인책을 강화 및 지속적인 연수 실시, 영재 학생 선발 과정 개선, 학부모의 발명 영재에 대한 인식 개선, 학교 관리자의 인식개선, 일관되고 지속적인 행정 운영 등이 제시되었다.

• 한국산학기술학회논문지
• /
• 제18권7호
• /
• pp.316-324
• /
• 2017

본 논문에서는 보육교사의 자아개념과 교사 효능감의 두 변인간의 관계와 함께 보육교사의 자아개념 수준에 따른 교사 효능감의 차이를 확인하는데 그 목적이 있다. 서울시와 수도권의 어린이집 에서 보육교사 127명을 대상으로 자아개념검사와 교사효능감 검사를 각각 실시하였다. 회수된 자료는 spss 20.0 프로그램을 활용하여 상관관계와 t-test 분석을 실시하였다. 그 결과를 살펴보면 다음과 같다. 첫째, 보육교사의 자아개념은 인지적 자아, 정의적 자아, 사회적 자아, 신체적 자아 등 모든 하위요인에서 보육교사의 일반적 효능감, 개인적 효능감과 교사 효능감 전체 점수와 정적상관을 보이는 것으로 나타났다. 둘째, 자아개념전체 및 각 하위요인의 수준이 높은 집단이 경우는 낮은 집단보다 보육교사의 일반적 효능감, 개인적 효능감, 교사 효능감이 더 의미있게 높은 것을 알 수 있었다. 본 연구결과에 따라 보육교사의 자아개념 수준에 따라 교사 효능감의 수준도 차이가 있음을 알 수 있었으며 교육현장에서 교사의 자아개념과 자기 효능감을 높이기 위한 방안이 필요함을 시사한다.

• International Journal of Computer Science & Network Security
• /
• 제24권7호
• /
• pp.73-78
• /
• 2024

The present world is full of challenges and opportunities for the women at work. Every woman works hard for academic growth and professional development. For the same reason they also face challenges every day such as stresses, tensions, problems and competitions. When these factors exceed above the strengths, the capabilities of a woman start drowning under stress. Stress is generally thought negative characteristic, but stress or tension maintained up to some level is necessary and effective towards work done at job. This paper covers the study relationship between job stressor and female teacher's performance. The study was carried out in Government Colleges of District Hyderabad, Pakistan. The teacher student relationship was selected as a stressor for female teachers. The study is descriptive in nature followed by method of correlation. A five point "Likert Scale" was developed to collect the data from the sample size of 158 college teachers drawn randomly and the collected data was assessed quantitatively. The relationship between the "teacher student" (as an indicator of job stress) and "female teachers' performance" was calculated by Pearson Correlation formula. The findings of the study show the significant correlations between the teacher student relationship and job stress in female teachers' performance where it is found that the stressor caused the poor Physical and Mental health of female teachers working in colleges.

• 한국학교ㆍ지역보건교육학회지
• /
• 제4권
• /
• pp.79-95
• /
• 2003

This dissertation aims to analyze various safety accidents taking place during physical education class according to physical education teacher's value orientation, to identify teacher's value orientation that can minimize safety accidents, and to provide basic materials for safe and smooth class management. For this purpose, data have been collected from 261 physical education teachers at some middle and high schools in G City in Kyung-Ki Province and Busan Metropolitan City. The materials were treated as follows: The variables on demographic characteristics of physical education teachers are determined by t-test ; The analysis of one-way ANOVA and relationship between value orientation and safety accident prevention activities was conducted through Pearson's linear correlation analysis and multiple regression; The analysis of the relationship between value orientation and actual conditions of safety accidents was conducted through logistic regression. First, there is almost no awareness difference of physical education teachers' value orientation according to demographical variables. The value orientation physical education teachers consider to be the most important is, however, mainly 'mastery of disciplinary lesson.' There is a statistically significant difference in safety accident prevention activities according to demographical variables. Teachers' focuses in class contents showed a significant difference according to teaching experience and working area, while the dependency on facility has a significant difference according to teaching experience and school type. Second, there is no correlation between physical education teacher's value orientation and safety accident prevention activities because there is virtually no statistically significant difference between them. It means that safety accident prevention activities are not related with on which teachers place emphasis among mastery of disciplinary lesson, social reconstruction, self-realization, ecological integration and value orientation on learning process. Third, the analysis of safety accident prevention activities according to physical education teachers' value orientation revealed that the lower value orientation in social reconstruction is, the more safety accidents teachers experience. It is also found that crashes among students, ball games and leg injuries are inter-related with social reconstruction in value orientation, over-motivation and unskilled motor function ; athletic sports with value orientation on learning process and safety prevention training ; unskilled motor functions with value orientation in ecological integration and disobedience to teacher's directions ; winter accidents with mastery of disciplinary lesson in value orientation. In conclusion, the research indicates that physical education teacher's value orientation according to demographical variables didn't show any significant difference, while one according to safety accident prevention activities showed significant difference. Besides, physical education teachers' value orientation is not related to safety accident prevention activities, but the relationship between value orientation and actual conditions of safety accidents showed correlations according to each variable. Especially, teachers with lower value orientation in social reconstruction experienced more safety accidents. Therefore, physical education teachers can manage physical education class more safely with more emphasis on value orientation in social reconstruction.

• Educational Technology International
• /
• 제17권2호
• /
• pp.273-305
• /
• 2016

The EBS teaching coaching program, '선생님이 달라졌어요' broadcasted about 30 dramatic teaching improvement cases. The TV program has gained great attention and been used widely as a good example for making some meaningful improvements in teaching. However, there has not been an attempt to research and gather the series beyond the individual coaching examples for the viewers (mainly teachers) to obtain more comprehensive educational insights of the results. This study, therefore, reviews the program and conveys how the overall coaching actually took place, examines changes in classrooms, and discusses the implications the results with theoretical foundations. The researcher selected 12 teachers' coaching cases among 30 ones. Then the reviewers reviewed the program with the 6 categories. According to the results, the coaching took place 6-8 months for each individual teacher. The common difficulty teachers shared was a big gap between teachers' effort for teaching versus 'students problematic behaviors' in class. The overall direction for the coaching solution was 'to improve the relationship with students' first rather than to mainly focus on teaching the content. Students changed and actively participated in the learning process when teachers improved their relationships with the students. The researcher discussed how building good relationships with students greatly affects the improvement in teaching with the 'Needs Hierarchy' and 'Brain Science' theories.

• 한국보육지원학회지
• /
• 제7권1호
• /
• pp.167-185
• /
• 2011

이 연구는 영유아 보육 교육기관의 교사의 표면적 정서노동과 직무소진의 관계에서 시설장, 동료교사, 학부모의 정서적 지지가 상호작용 효과를 갖는지를 탐색하였다. 조사대상은 영유아 보육 교육기관의 교사 208명 이었으며 자료는 질문지 조사를 통하여 수집하였다. 수집된 자료는 SPSS Win 15.0 프로그램을 이용하여 위계적 회귀분석을 실시하였다. 분석 결과 첫째 교사의 표면적 정서노동이 높을수록 직무소진이 증가하였으며 둘째 시설장, 동료교사, 학부모의 정서적 지지가 높을수록 직무소진이 감소하였다. 셋째 교사의 표면적 정서노동이 직무소진에 미치는 영향에 있어서 시설장의 정서적 지지, 학부모의 정서적 지지는 상호작용효과를 나타냈다. 시설장의 정서적 지지가 높을 경우 그리고 학부모의 정서적 지지가 높을 경우 표면적 정서노동이 직무소진에 미치는 영향이 약화되는 것으로 나타났다.

• 대한간호학회지
• /
• 제37권4호
• /
• pp.549-557
• /
• 2007

Purpose: The purpose of this study was to identify the relationship among job stress, family stress and perceived health status of middle school teachers and to present basic information about promoting health and coping with stress. Method: Participants(N=547) was recruited in B city from November 2005 to December 2005. Data were analyzed with descriptive statistics, t-test, ANOVA, Pearson's correlation and multiple regression. Results: The degree of Job stress of the middle school teachers was 54.47 out of a total score of 88; that of family stress was 46.57 out of a total score of 96; and that of perceived health status was 78.59 out of the perfect score 100. There was a significantly negative relationship between job stress and perceived health status (r=-.274, p<.001), and family stress and perceived health status(r=-.408, p<.001). However, there was a positive relationship between job stress and family stress(r=.298, p<.001).Family stress, gender, charging subject, job stress, charging grade and number of family member was 27.1% of the variance in perceived health status of middle school teachers. Conclusion: Family stress has the most important impact on perceived health status with middle school teachers. Based on the finding, we could conclude that both job stress and family stress management should be required to improve perceived health status.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제60권3호
• /
• pp.297-319
• /
• 2021

본 연구는 Gess-Newsome(1999)의 변형적 관점에서 수학교사의 수학적 이해와 잠재적 학생들을 가르치기 위한 지도방법 간의 관계를 면밀히 이해하고자 중등 수학교사 4명을 대상으로 질적 사례 연구를 수행하였다. 구체적으로, 대수식 쓰기 문제해결을 위한 발달에 핵심적인 이해를 조사 후, 연구 참여자들이 이에 주목하여 문제를 해결하는지 분석하였다. 나아가 대수식 쓰기를 지도하기 위한 수업을 예상하는 과정에서 나타나는 교수적 행동과 수학적 이해 사이의 연관성을 분석하였다. 분석 결과 KDU에 주목한 2명은 대수식 쓰기 문제해결에 성공했으나, 다른 2명은 가분수 상황을 그림으로 나타내거나 상호적 추론을 요구하는 문제를 어려워하였다. 또한 교사들이 구상한 대수식 쓰기를 지도하는 방법에서 확인된 교수적 행동은 그들이 문제해결 과정에서 주목했던 수학적 이해가 투영되어 있었다. 본 연구 결과는 특정 수학 내용에 대한 교사의 KDU와 교수 활동을 위한 지식과의 연결 사례를 제시함으로 교사교육 연구에 기여한다.

• 한국보육지원학회지
• /
• 제12권2호
• /
• pp.183-200
• /
• 2016

This study examined the mediating effect of emotional labor in the relations between teachers' emotional intelligence and teacher-child interaction of novice early childhood teachers. The sample consisted of 248 novice early childhood teachers in Gyeonggi Province. The structural equation modeling was conducted using AMOS to test the fit of a hypothesized structural model. The mediating effect of emotional labor was verified by the bootstrapping approach. The results were as follows: First, teacher-child interaction was positively associated with teachers' emotional intelligence and deep acting in emotional labor was negatively associated with surface acting in emotional labor. Next, surface acting in emotional labor had a mediating effect on the relations between emotional intelligence and teacher-child interaction. Finally, deep acting of emotional labor had a partial mediating effect on the relationship between emotional intelligence and teacher-child interaction. Based on these findings, ways to enhance teachers' emotional intelligence in relation to the novice teachers' emotional characteristics, and to improve recognition on emotional labor were discussed.

• 아동학회지
• /
• 제33권4호
• /
• pp.91-106
• /
• 2012

The purpose of this study was to investigate the relationship of toddlers' vocabulary ability with reading activities and teachers' verbal and nonverbal behaviors during book reading. The subjects were 52 teachers and 104 toddlers at age 2. Lee and Kim (2004)'s categories of the Teachers' Verbal Behaviors, the categories of the Nonverbal Behavioral Analysis(Kim. 2005), and the Peabody Picture Vocabulary Test-Revised (Kim, et al.1995) were used. The data was analyzed by t-test, ANOVA, and Correlations. The results indicated that there were significant correlations in the subcategories of reading activities in classrooms, teachers' picture book reading behaviors, and toddler's vocabulary ability. The toddler's vocabulary ability increased as the 'interacting time both before and after book reading' became longer. The toddler's vocabulary ability increased as 'connecting with previous experience', 'asking questions for confirmation', 'acknowledging,' and 'expanding' of verbal behavior, as well as the nonverbal behavior, such as 'requesting behavior', 'emotional contact,' and 'empathetic behavior.' In conclusion, teachers' reading behaviors and activities were related to toddlers' vocabulary ability.