• Human Ecology Research
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• 제51권5호
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• pp.527-535
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• 2013

The objective of this study was to investigate whether childcare teachers' job satisfaction plays a mediating role between their intention to change jobs and directors' emotional leadership. The participants of this study were 282 childcare teachers in Seoul. The instruments for this study were Director's Emotional Leadership Scale (2 factors with 18 items), Childcare Teacher's Job Satisfaction Scale (K-CTJSS, 6 factors with 40 items), and Childcare Teacher's Intention to Change Jobs Scale (1 factor with 7 items). These instruments were verified by Cronbach's ${\alpha}$ as a reliability and factor analysis as a validity. The data were analysed by Pearson's productive correlation, stepwise multiple regression and path analysis by the SPSS ver. 20.0 and AMOS ver. 20.0. The results were as follows: First, there were significant negative correlations between directors' emotional leadership and childcare teachers' intention to change jobs, and between childcare teachers' job satisfaction and their intention to change jobs, whereas there were significant positive correlations between directors' emotional leadership and childcare teachers' job satisfaction. Second, the directors' emotional leadership was explained by 22% and the childcare teachers' job satisfaction was explained by 9% of their intention to change jobs. Last, the childcare teachers' job satisfaction mediated between the directors' emotional leadership and childcare teachers' intention to change jobs.

• 지역사회간호학회지
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• 제19권2호
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• pp.247-259
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• 2008

Purpose: This study was conducted to develop a teacher-efficacy scale which is adequate for heath education teachers. Method: A preliminary questionnaire was made based on the hypothetical factors. A total of 364 health education teachers answered to the preliminary test, and the potential factors of teacher-efficacy were checked out by exploratory factor analysis (EFA). In the main test 378 health education teachers answered, the factor structure was drawn by EFA, and confirmatory factor analysis (CFA) was conducted to test and the fitness of the factor model. Results: Through the preliminary test, 5 potential factors were found, which were instruction, health-service, administrative task, interpersonal relationship, and community connection. Also, 48 items were reduced to 31 items. Through the main test, from the 34 items were extracted 4 factors with 24 items, And then teacher-efficacy scale was developed, which included the subscales of instruction efficacy, health-service efficacy, task-interpersonal efficacy, and community connection efficacy. Conclusion: Different from that for other subject teachers, the factor structure for health teachers had 4 factors with 24 items. The scale developed in this study is consistent with health teachers' work areas, and for this reason, has significance as a adequate and valid scale to measure teacher-efficacy of health education teachers.

• 한국생활과학회지
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• 제21권2호
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• pp.197-211
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• 2012

This purpose of this study was to explore the meaning and significance of experiences encountered by preservice teachers' during their observational practicum at day care centers. This study involved one cohort of 32 junior students who were majoring in early childhood education at a 4-year university. Data was analyzed using qualitative research methodology. The findings were as follows: 1) the meaning and significance of students'experiences related to observing children was to develop a trusting relationship with children and a cooperative relationship with teachers in an unfamiliar context. 2) the meaning and significance of students'experiences in observing children was to understand the children and their circumstance. 3) the meaning and significance of students'experience in observing children was to understand the importance of listening in child-teacher spoken interaction.

• 아동학회지
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• 제22권3호
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• pp.183-193
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• 2001

This study explored the feasibility of various applications of Developmentally Appropriate Practice (DAP) by examining the relationship between teachers' belief in DAP and their creative roles. Subjects were 203 teachers of public, private, national, and corporate day care centers in Pusan. Data analysis was by ANOVA. Results showed that with the exception of fluency, teacher's degree of belief in DAP correlated with differences in all the sub-categories of creative roles, including indulgence and perseverance, flexibility, originality, and elaboration. Conclusions were that teachers could enhance their creative roles through inclusion of DAP in teacher education.

• 수산해양교육연구
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• 제20권2호
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• pp.147-155
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• 2008

The purpose of this study was to identify the causal relationship developmental activity of the marine sports among the educational value and barrier's factors in a middle school teachers in Busan. Responses were collected from 352 questionnaires which participated in the survey chosen by convenient sampling from the middle school teachers who working the area of Busan. A total of 338 responses were used in data analysis; 14 questionnaires were excluded form data analysis because of incomplete or missing data. To conduct this study the multiple regression analysis was used by SPSS 10.0. The result of this study disclosed; first, The factors of educational value such as self-concept development, collaboration, human relationship, and emotional development were statistically causal relationship with the developmental activity of the marine sports. The other factors of creativity, leisure activity, and health were not statistically causal relationship with the development activity of the marine sports. Second, the barrier's factors of facility and weather were statistically causal relationship with the developmental activity of the marine sports. The other barrier's factors of safety accident, program, and participation expense were not statistically causal relationship with the developmental activity of the marine sports.

• 아동학회지
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• 제24권4호
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• pp.123-142
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• 2003

This study examined the effectiveness of a social competence program for mentally challenged(IQ 58-74) and/or somewhat autistic 6- and 7-year old children with peer relationship difficulties. The Hierarchical Model of Social Competence by Guralnick(1992) provided the framework of the experimental program. The intervention consisted of 16 sessions: 2 intervention teachers implemented each session for 90 minutes once a week. Target behaviors were to initiate interactions with others, to respond to behaviors of teachers and peers, to participate in group activities, and to express their needs to others with speech. Data on the frequencies of target behaviors, the behavior episodes and parent reports were analyzed. Most of children became to be more sociable, although there were individual differences in the changes in target behaviors.

• 아동학회지
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• 제25권6호
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• pp.117-130
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• 2004

The purpose of this study was to investigate the association between educational beliefs and teaching efficacy of early childhood teachers. The subjects were 291 early childhood teachers in Gwangju City and Jeonnam Province. The research showed that teachers' educational beliefs were significantly associated with teaching efficacy for the teachers who have more than five-year-teaching career. In addition, teachers who had maturational educational belief showed higher scores in general teaching efficacy throughout all educational level. Moreover, teachers who had maturational educational belief and interactional educational belief showed higher teaching efficacy scores in public and private kindergartens and private childcare centers.

• 한국산학기술학회논문지
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• 제12권4호
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• pp.1646-1653
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• 2011

본 연구는 보육교사의 관심사와 유아의 창의성 증진을 위한 역할인식 및 교수효능감 간의 관계에 대해 분석해 보고자 하였다. 이를 위해 전라북도 J지역의 보육교사 156명을 연구대상으로 질문지 조사를 실시하였다. 연구결과 첫째, 보육교사의 관심사와 유아의 창의성 증진을 위한 역할인식 간에 정적 상관관계가 있는 것으로 나타났다. 하위 내용별로 살펴보면 생존관심사, 강화관심사, 갱신관심사, 성숙관심사에서 정적 상관관계를 보였다. 둘째, 보육교사의 관심사와 교수효능감 간에 정적 상관관계가 있는 것으로 나타났다. 하위내용별로 살펴보면 생존관심사, 강화관심사, 갱신관심사, 성숙관심사에서 정적 상관관계를 보였다. 결론적으로 보육교사 관심사는 유아의 창의성 증진을 위한 역할인식과 교수효능감을 예측하는 중요한 변인으로 보육교사들의 관심사를 이해하고 이에 대한 요구 분석을 통해 유아의 창의성 증진을 위한 역할인식 및 교수효능감을 향상시킬 수 있는 구체적인 교육환경 요건에 대해 논의하였다.

• 한국보육지원학회지
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• 제10권3호
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• pp.47-68
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• 2014

본 연구에서는 유아의 기질 및 교사와의 관계가 또래상호작용에 미치는 영향을 밝히고, 기질의 영향력을 교사-유아 간 관계가 조절하는지 살펴보았다. 이를 위해 경기도 소재 사립유치원에 재원중인 만 4, 5세 유아 326명의 어머니와 교사를 대상으로 설문조사를 실시하였으며, 위계적 회귀분석을 사용하여 기질과 교사-유아 관계의 주효과와 상호작용효과를 살펴보았다. 그 결과 유아의 긍정적 또래상호작용에는 교사-유아 간 관계의 주효과와 교사-유아 간 관계 및 정서성 간의 상호작용효과가 발견되어, 교사-유아 간 관계가 유아의 정서성을 조절하는 것으로 나타났다. 한편, 유아의 부정적 또래상호작용에는 유아의 정서성과 활동성 및 교사-유아 간 친밀 및 갈등 관계의 주효과만이 나타났다. 이로써, 또래와의 긍정적인 상호작용을 증진시키고 부정적인 상호작용을 감소시키기 위해서는 교사의 역할이 매우 중요한 반면, 유아의 기질은 부정적인 상호작용에 제한적으로 영향을 미치는 것으로 나타났다.

• 한국산학기술학회논문지
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• 제15권3호
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• pp.1424-1435
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• 2014

본 연구는 유아교사의 직무스트레스, 교수효능감, 조직몰입의 관계를 밝히는 데 목적을 두고, 특히 유아교사의 직무스트레스가 조직몰입에 미치는 영향에 있어 교수효능감의 매개효과를 살펴보고자 하였다. 이를 위해 D광역시 소재 유치원과 어린이집 유아교사 각 250명씩 총 500명을 대상으로 설문을 실시하였고, 그중 442부를 회수하여 426사례를 분석에 사용하였다. 연구결과, 유아교사의 직무스트레스는 교수효능감 및 조직몰입과 부적 상관관계를 보였으며, 교수효능감은 조직몰입과 정적 상관관계를 보였다. 또한 유아교사의 교수효능감은 직무스트레스와 조직몰입 간의 관계에서 부분 매개효과를 가지는 것으로 나타났다. 본 연구는 유아교사의 소진을 설명하고자 직무스트레스를 바라보는 방식에서 그 방향을 전환하여, 긍정적 관점인 조직몰입을 설명하기 위한 예측변인으로서 직무스트레스를 바라보았다는 데 의의가 있으며, 교수효능감의 매개효과를 확인함으로써 환경적 개입에 대한 가능성을 제공하였다.