• 한국보육지원학회지
• /
• 제16권2호
• /
• pp.47-65
• /
• 2020

Objective: This study investigated the relationship between preschool teachers' creativity, teaching efficacy, and creativity-fostering teaching and examined the mediating effect of teaching efficacy. Methods: A total of 202 preschool teachers participated in this study. The Creative Behavior Inventory (CBI), Teaching Efficacy Scale, and the Creativity-Fostering Teacher Behavior Index (CFTI) were used for the survey. A hypothesized model and alternative model were tested using structural equation modeling. Collected data were analyzed using 18.0 PSAW and AMOS. Results: The results showed that preschool teachers' creativity was positively associated with their teaching efficacy and creativity fostering teaching. Preschool teacher's teaching efficacy positively related to their creativity fostering teaching. Preschool teachers' creativity had a significant positive direct effect on creativity-fostering teaching and also an indirect effect on creativity-fostering teaching via teaching efficacy. Conclusion/Implications: Implications to foster creativity in preschool and kindergarten are discussed, highlighting the necessity for teacher education to promote teaching efficacy as well as teacher's creativity and creativity-related activities.

• Human Ecology Research
• /
• 제55권4호
• /
• pp.419-431
• /
• 2017

This study examined the effects of children's shyness and relationships with their teacher in regards to social withdrawal. Two questionnaires were conducted with mothers and teachers of 242 three to five-year-olds attending a childcare center in Sejong city. SPSS 18.0 was used to implement descriptive analyses and hierarchical regression analyses. The results indicated that main effects of lack of sociability and assertiveness as well as interaction effects between lack of assertiveness and intimate relationship on social withdraw were found when the childteacher relationship was intimate. The results suggested that intimate child-teacher relationships adjusted to lack of assertiveness in the child. Meanwhile, interaction effects between lack of sociability and lack of assertiveness and between self-consciousness and child-teacher conflictual relationship were found in child-teacher conflictual relationships. The results indicated that the influence on alleviating social withdrawal behavior of children with a high level of shyness was limited despite establishing a close relationship with a teacher. However, the social withdrawal behavior of children became more intense if they were in a conflict relationship with a teacher; this tendency was also shown more significantly in shier children. This suggests that children's unamicable relationship with a teacher may function as a risk factor to cause social withdrawal behavior. Therefore, it is important that a teacher has the capability to understand the individual characteristics of children, particularly shyness, and encourage their sociability of children through positive relationships.

• 아동학회지
• /
• 제32권4호
• /
• pp.135-146
• /
• 2011

The purpose of this study was to explore the relationship between young children's play characteristics, interactive peer play and Preschool children's behavior. The subjects of this consisted of 235 3- to 5-year-old children resident in Gyeonggi Province. Collected data were analyzed with SPSS statistical software. The results of this study were as follows : First, there was a significant relationship between play characteristics, interactive peer play and Preschool children's behavior. Second, in terms of the degree of play characteristics in evidence, interactive peer play appears to be a reliable predictor of young children's behavior.

• 한국보육지원학회지
• /
• 제18권6호
• /
• pp.59-73
• /
• 2022

Objective: The purpose of this study is to verify the effect of early childhood teacher's constructivist educational beliefs and teaching efficacy on creative teaching behavior. Methods: The subjects of this study were 262 early childhood teachers working in daycare centers and kindergartens all over the country. A questionnaire was administered which assessed early childhood teacher's constructivist educational beliefs, teaching efficacy, and creative teaching behavior. SPSS 28.0 was used for data analysis. Results: First, the constructivist educational beliefs of early childhood teachers had a positive effect on teaching efficacy. Second, it was found that early childhood teachers' constructivist educational beliefs and teaching efficacy had a positive effect on creative teaching behavior, and at the same time, early childhood teachers' constructivist educational beliefs were partially mediated by teaching efficacy. Conclusion/Implications: This study revealed the mediating effects of teaching efficacy in constructivist educational beliefs and creative teaching behavior relationships. Therefore, in order to promote creative teaching behavior of early childhood teachers, efforts should be made to increase teaching efficacy based on constructivist educational beliefs.

• 한국보육지원학회지
• /
• 제5권2호
• /
• pp.91-112
• /
• 2009

본 연구는 유아교육기관 교육활동에서의 집단형태에 따른 유아의 참여행동과 교사의 언어를 관찰하였다. 연구대상은 대전시 소재 유치원의 만 5세 2학급 유아 45명과 각 학급 담임이었고, 4주 동안 시간표집법에 의한 16회 관찰을 통해, 활동 집단 형태와 유아의 참여행동 및 교사의 언어를 분석하였다. 분석 결과, 교사주도 대집단 활동과 구조화된 활동내용이 많았다. 유아 참여는 대집단활동에서 일방적 응시행동이 많았고 교사의 설명하기가 높게 나타났다. 자유선택활동 또래 간 소집단에서의 유아의 참여는 적극적 반응행동이 높게 나타났으며, 교사의 언어는 칭찬과 인정하기의 빈도가 많은 것으로 나타났다. 이와 같은 결과를 중심으로 일과 구성에 나타난 교육활동의 집단형태 운영와 유아의 참여행동 및 교사의 언어 사용에 대해 논의하였다.

• 가정과삶의질연구
• /
• 제27권5호
• /
• pp.115-122
• /
• 2009

This study investigated the mediating and moderating effects of teacher preference on the relationship between behavior problems and peer victimization. The subjects were 520 children in the fifth and sixth grades. Children completed peer nominations that assessed peer victimization. Teachers rated children's internalizing, externalizing problems and teacher preference. The full mediating effect of teacher preference was found in externalizing problems and the partial mediating effect was found in internalizing problems. Moreover, the moderating effect of teacher preference was found only in internalizing problems, which suggests that high teacher preference protects internalizing problems from peer victimization.

• 디지털융복합연구
• /
• 제18권9호
• /
• pp.169-180
• /
• 2020

본 연구는 현직 교사들 302명을 대상으로 설문조사를 실시하여 일련의 통계분석을 통해 소명의식과 조직몰입, 혁신행동의 구조적 관계를 규명하였다. 주요결과를 간략하게 제시하면 다음과 같다. 첫째, 소명의식은 조직몰입에 정적영향을 미치는 것으로 나타났다. 둘째, 소명의식은 혁신행동에 유의한 영향을 미치지 못하였다. 셋째, 조직몰입은 혁신행동에 통계적으로 유의한 정적 영향을 미치는 것으로 나타났다. 이상의 결과를 통해 교사의 혁신행동을 높이기 위해서 교사 자신의 일에 대한 소명의식을 명확히 하고 스스로 느낄 수 있도록 함으로써 조직의 목표와 가치를 적극적으로 실현하고자 하는 욕구와 의지로 이어질 수 있도록 해야 함을 시사한다. 이에 후속연구에서는 교사들의 소명의식을 높일 수 있는 방안을 모색할 필요가 있을 것이다.

• 한국의류학회지
• /
• 제12권2호
• /
• pp.159-167
• /
• 1988

The purpose of this study was to investigate the relationship between Self-concept, Personal variables and Clothing selection behavior. Self-concept was measured with Choi Jung Hun's 'Perceptual Orientation Scale' and Clothing selection behavior scale was prepared for this study. The questionnaire were completed by 389 women in Taegu. Statistical analysis was performed using F-test, Scheffe's test. The results were as follows; 1. There was significant relationship between Self-concept and Clothing selection behavior. (individuality, conformity, economy, modesty). 2. There was significant difference in clothing selection behavior variables according to age. 3. There was significant difference in individuality and economy according to marital status. 4. There was significant difference in individuality, economy and modesty according to education level. 5. There was significant difference in clothing selection behavior variables according to monthly clothing expenses.

• 아동학회지
• /
• 제11권1호
• /
• pp.72-86
• /
• 1990

The purpose of this study was to investigate possible differences in the behavior problems of peer-rejected and peer-neglected children in relation to parent and teacher perspectives. The subjects in this study were 239 children and their parents(fathers:37, mothers: 155. father+mother pairs:47) and 10 teachers in the fifth grade of a public elementary school located in Seoul. The sociometric assessment mothods were positive and negative peer nominations. On the basis of this sociometric assessment. children were assigned to one of 4 categories in degree of popularity:65 popular, 53 average. 62 rejected. and 59 neglected children. Parents and teachers rated child behavior on the Achenbach and Edelbrock Child Behavior Checklist(CBCL) for parents and Teacher's Report Form(TRF) were used. The obtained data were analyzed by one-way MANOVA and Duncan Multiple Range Test. Rejected children were found to exhibit more behavior problems than neglected, popular, or average children. Neglected children, however, did not exhibit more behavior problems than chidren of average status.

• 한국산학기술학회논문지
• /
• 제16권4호
• /
• pp.2450-2464
• /
• 2015

본 연구는 교사의 창의적 교수행동 및 역할수행과 교사-학생 간 상호작용이 중학생의 문제해결능력을 미치는 영향을 분석하였다. 연구결과, 교사의 창의적 교수행동과 역할수행은 중학생의 문제해결능력에 유의한 영향을 미치는 것으로 나타났으며, 교사-학생 간 상호작용에 유의한 영향을 미치는 것을 알 수 있었다. 또한 교사-학생 간 상호작용은 중학생의 문제해결능력에 유의한 영향을 미치는 것을 알 수 있었으며, 교사의 창의적 교수행동과 역할수행은 중학생의 문제해결능력 사이에서 유의한 매개효과가 있음을 확인할 수 있었다. 이러한 연구결과는 교사의 창의적 교수행동 및 역할수행과 교사-학생 간 상호작용을 향상시킬 수 있는 교육 및 연수 프로그램이 필요함을 시사하며, 중학생의 문제해결능력에 도움을 줄 수 있는 학교교육의 이론적 실천적 함의로서 학교교육 발전에 많은 시사점을 제공한다.