• Title/Summary/Keyword: teacher efficacy

Search Result 409, Processing Time 0.021 seconds

The Relationship among Practical Teaching Competence, Theoretical Teaching Competence, and Teaching Efficacy of Practical Arts (Technology and Home Economics Education) Teachers (실과(기술·가정) 교사의 실천적 교수역량, 이론적 교수역량과 교수효능감의 관련성 분석)

  • Kim, EunJeung
    • Human Ecology Research
    • /
    • v.57 no.3
    • /
    • pp.383-393
    • /
    • 2019
  • This study examined the association among practical teaching competence (PTC) and teaching efficacy (TE), and explored the mediation effects of theoretical teaching competence (TTC) between the PTC and TE of Practical Arts (Technology and Home Economics Education) teachers. Data were collected from the 301 survey responses completed by elementary, middle, and high school teachers. All teachers showed high levels of PTC, TTC, and TE. Elementary school teachers perceived higher PTC than middle and high school teachers. PTC, TTC, TE showed significant effect in regards to teacher's age and teaching career. Using multiple regression analysis, this study found that TTC fully mediated PTC and TE of elementary school teachers. For middle and high school teachers, there was a partial mediation effect of TTC in the relationship between PTC and TE. This study suggests that teacher education programs should develop a program that can enhance teaching efficacy by cultivating TTC and support teachers who want to strengthen competence, and more practical opportunities to practice teaching.

The Changes of Self-efficacy Beliefs of Pre-service Teachers for Technology Integration through Programming-based TPACK Educational Program

  • Kim, Seong-Won;Lee, Youngjun
    • Journal of the Korea Society of Computer and Information
    • /
    • v.24 no.4
    • /
    • pp.185-193
    • /
    • 2019
  • In this paper, we propose the effects of programming-based TPACK educational program on the pre-service teacher's self-efficacy beliefs for technology integration. For this study, pre-service teachers who received programming education and TPACK education based on ICT were set as control group and pre-service teachers who received programming-based TPACK education as experimental group. In order to observe the change, the pre-service teachers conducted the test tool to measure the self-efficacy beliefs for technology integration before and after applying the educational program. As a result of the study, only the pre-service teachers who received the programming-based TPACK education showed significant improvement in the self-efficacy beliefs for technology integration. Furthermore, in the post-test, the experimental group showed a significantly higher difference than the control group. Through this study, it was concluded that programming-based TPACK educational program is effective in enhancing pre-service teacher's self-efficacy beliefs for technology integration.

The Influence of Organizational Health on the Creative Personality of Teachers in Early Childhood Education: Examining the Mediating Effects of Play Teaching Efficacy (근무기관의 조직건강성이 유아교사의 창의적 인성에 미치는 영향: 놀이교수효능감의 매개효과 검증)

  • Im, Hannah;Choi, Insuk;Kim, He-ra;Chae, Jin-Young
    • Korean Journal of Childcare and Education
    • /
    • v.15 no.4
    • /
    • pp.1-20
    • /
    • 2019
  • Objective: This study was conducted to examine the mediating effects of play teaching efficacy in the relationship between the organizational health of teacher workplaces and the creative personality of the teachers. Methods: The Pearson product-moment correlation analysis and one-way ANOVA were conducted for data analysis using SPSS 25.0. For mediating analysis, Baron & Kenny's (1986) multiple regression analysis using SPSS 25.0 and the Sobel test were also implemented. Results: There were significant differences in the organizational health of the workplaces according to age, years of working experience, type of workplace, and daily working hours. For play teaching efficacy, there were significant differences according to age, education level, years of working experience, type of workplace, and daily working hours of the teacher. On the other hand, significant differences were found in terms of age and education level in relation to the teacher having a creative personality. Play teaching efficacy was found to have a full mediation effect on the relationship between the organizational health of the workplace and the creative personality of the teacher. Conclusion/Implications: The organizational health of the workplace and play teaching efficacy should be improved in order to enhance the creative personality of teachers in early childhood education.

The Effects of Teachers' DAP Beliefs and Teacher Efficacy on Conflict Resolution Attitudes (보육교사의 발달에 적합한 실제(DAP)에 대한 신념 및 교사효능감이 갈등해결태도에 미치는 영향)

  • Choi, Insuk
    • Korean Journal of Childcare and Education
    • /
    • v.8 no.2
    • /
    • pp.81-99
    • /
    • 2012
  • This study examined the effects of teachers' DAP beliefs and teacher efficacy on the conflict resolution attitudes of teachers. The study was based on the survey data from 128 early childhood teachers working in day care centers in the Incheon area. The valuables were all measured by teachers. The collected data were analyzed by Manova and Logistic Regression. The main results of this study were as follows. Firstly, there was a significant difference in collaborating and avoiding types of conflict resolution attitudes according to only age among demographic variables. Secondly, teachers' DAP beliefs and teacher efficacy were positively related to the collaborating type but negatively related to avoiding and competing types of conflict resolution attitudes. Finally, teachers' DAP beliefs and teacher efficacy had positive effects on cooperative conflict resolution attitudes after controling for demographic variables. Our findings indicate that teachers' DAP beliefs and teacher efficacy have effects on their conflict resolution attitudes during preschoolers' peer conflicts.

The Effects of Early Childhood Teachers' Teaching Efficacy and Teaching Flow on Their Teacher-Child Interactions (유아교사의 교수효능감 및 교수몰입이 교사-유아상호작용에 미치는 영향)

  • Lee, Ju Hyun;Kim, Sang Lim
    • The Journal of the Convergence on Culture Technology
    • /
    • v.6 no.2
    • /
    • pp.429-436
    • /
    • 2020
  • The purpose of the study was to investigate the effects of early childhood teachers' teaching efficacy and teaching flow on their teacher-child interactions. The subjects were 386 early childhood teachers in Metropolitan area, South Korea. Subjects' teaching efficacy, teaching flow, and teacher-child interactions were measured using the self-reporting questionnaires. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and the analyses of multiple regression using SPSS 21.0. As results, early childhood teachers' teaching efficacy and teaching flow had significantly positive correlations with their teacher-child interactions. In addition, teaching efficacy and teaching flow had significantly positive effect on their teacher-child interactions.

The Structural Relationship Among Teacher Attachment, Peer Attachment, Self-encouragement, Career Self-efficacy and Career Maturity (초등학생의 교사애착, 또래애착, 자기격려, 진로자기효능감과 진로성숙도간의 구조적 관계)

  • Chang, Yong-Hee;Han, Jeong-Hyeon;Lee, Jae-Shin
    • Journal of Digital Convergence
    • /
    • v.12 no.10
    • /
    • pp.515-523
    • /
    • 2014
  • The purpose of this study was to identify the structural relationship model between teacher attachment, peer attachment, self-encouragement, career self-efficacy, and career maturity and to analyze the direct or indirect effect among latent variables. 220 elementary school students in a Cheongju were sampled. Four measurement instruments were employed; the Teacher Attachment Peer Attachment Scale, Self-encouragement Scale, the Career self-efficacy and the Career Maturity scale. The Collected data were analyzed by correlation and regression alalysis with SPSS program and Structural Equation major Modeling(SEM) and fitness of the final model were CFI=.957, TLI=.951, RMSEA=.049. The results of this study were as follows: First, there were significant positive correlations among teacher attachment, peer attachment, self-encouragement, career self-efficacy, and career maturity. Second, according to the structural equation modeling, the results showed that self-encouragement and career self-efficacy mediated the effect of teacher attachment, peer attachment on career maturity.

The Structural Model Analysis of Pedagogical Content Knowledge, Teaching Efficacy and Teacher's Attitude for Childhood Music Education (유아음악교육에 대한 교수내용지식, 교수효능감과 교사의 태도 간의 구조분석)

  • Kim, Ji-Woon
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.19 no.1
    • /
    • pp.270-278
    • /
    • 2018
  • In this study, the Pedagogical Content Knowledge for childhood's music education and Teacher's Efficacy empirically examined the relationship between teachers' attitudes through structural equation model analysis. Data were collected for 132 infant teachers working for early childhood educational institutions for this study. Structural equation model analysis was performed using SPSS and AMOS. In this research, conformity to the research model was appropriate. Pedagogical content knowledge for childhood's music education clearly confirmed the relationship between the teacher's efficacy, the attitude variables of the teacher. The Pedagogical Content Knowledge for childhood's music education proved to have a meaningful influence on the attitude of the teacher for music education. The Pedagogical Content Knowledge for childhood's music education proved to have a meaningful influence on Teacher's Efficacy for music education. The Pedagogical Content Knowledge for childhood's music education has been found to influence the attitude of the teacher indirectly with the intermediation of Teacher's Efficacy. The effect of the parameter was the effect of the partial parameters. The results of this study can be used as basic material important for strengthening the expertise of young children's teachers for music development of young children. In particular, it was confirmed that the knowledge variable of the content of the music professor of an infant teacher is a very important variable in early childhood music education.

Effects of Constructivism-Based Teacher Education Program for Supporting Infant's Mathematical Inquiry Activity on Variables Related to Infant Teacher's Mathematics Teaching (영아 수학적 탐색활동 지원을 위한 구성주의 교사교육프로그램이 영아교사의 수학지도 관련 변인에 미치는 효과)

  • Ko, Eunji;Kim, Jihyun
    • Human Ecology Research
    • /
    • v.58 no.1
    • /
    • pp.105-120
    • /
    • 2020
  • This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

Teacher's Perception towards Collective Teacher Efficacy and Barriers in the Integrative Education by Teaching Levels and Gifted Education Experiences (소속 학교급과 영재교육 경험에 따른 집단적 교수효능감 및 융합교육 장애요인에 대한 교사인식)

  • Lee, Mi-Soon;Lee, Gwang-Ho
    • Journal of Gifted/Talented Education
    • /
    • v.25 no.1
    • /
    • pp.1-19
    • /
    • 2015
  • The study explored teacher's perception towards collective teacher efficacy and barriers in the integrative education by teaching levels and gifted education experiences. A total of 241 teachers answered the collective teacher efficacy scale and survey of teachers' perceptions towards barriers in the integrative education, which responses were analyzed by teaching levels (elementary/secondary level) and gifted education experiences (yes/no) in using the ANOVAs and Pearson correlation. Results indicated that there was no differences in collective teaching efficacy by teachers levels and gifted education experiences. On the other hands, there were significant differences in teacher's perceptions towards barriers in the integrative education by teaching levels and gifted education experiences. For these results, this study analyzed the possibile reasons, which based on the specific characteristics of educational fields and suggested the supportive ways in promoting for the successful application and settlement of the integrative education.

Effects of Early Childhood Teacher's Constructivist Educational Beliefs on Creative Teaching Behavior: Focusing on the mediating effect of teaching efficacy (영유아교사의 구성주의 교육신념이 창의적 교수행동에 미치는영향: 교수효능감의 매개효과를 중심으로)

  • Seong Eun, Kim;Woo Mi, Cho
    • Korean Journal of Childcare and Education
    • /
    • v.18 no.6
    • /
    • 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.