• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.1-17
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• 2017

Objective: The purpose of the present study was to investigate the structural relations among kindergartens director's servant leadership, ego resilience and organizational commitment of kindergarten teachers. Methods: The subjects in this study were 387 kindergarten teachers working in B city. A director's servant leadership, kindergarten teacher's ego resilience and organizational commitment were assessed by a teacher-reported questionnaire. The collected data were analyzed using descriptive statistics, Pearson's product-moment correlation, and a structural equation model using the Bootstrapping method. Results: First, there were significant relationships among the variables analyzed in this research, namely, a director's servant leadership, kindergarten teacher's ego resilience and organizational commitment. Second, Teacher's ego resilience partially mediated the effect of a director's servant leadership upon kindergarten teacher'organizational commitment. Conclusion/Implications: Results suggest the importance of a director's role in the context of improving kindergarten teacher's ego resilience and organizational commitment.

• Korean Journal of Childcare and Education
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• v.16 no.6
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• pp.185-202
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• 2020

Objective: The purpose of this study is to analyze the mediating effect of teacher's ego resilience in the relationship between the social support of colleague teachers and teacher-child interaction. Methods: A survey was conducted on 181 teachers working at early childhood education institutions located in Gyeonggi and Chungbuk regions. The structural equation model was verified with the Mplus 6.0 program. Results: First, the social support of colleague teachers directly affects teacher's ego-resilience and teacher-child interaction, and teachers ego-resilience has a significant effect on teacher-child interaction. Second, the teachers ego-resilience was found to be partially mediated in the relationship between the social support of fellow teachers and teacher-child interaction. With bootstrapping, the mediating effect of teachers ego-resilience was found to be statistically significant between the social support of colleague teachers and teacher-child interaction. Conclusion/Implications: Social support of fellow teachers plays an important role in the positive expression of teacher-child interaction, and the quality of relationships with children can be further enhanced by promoting teachers ego-resilience that mediates the two variables.

• The Korean Journal of Community Living Science
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• v.20 no.4
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• pp.559-570
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• 2009

This study was to investigate the moderating effects of the childcare teacher‘s egoresilience on the relationship between their job satisfaction and burnout. The participants were 336 childcare teachers from Chungnam-do and Daejeon Metropolitan City. The research instruments were the Job Satisfaction Scale modified from Bently and Remple 1970), the Ego-resilience Scale from Park(1996) with CPI and CAQ correction, and Maslach Burnout Inventory from Maslash and Jackson(1981). SPSS PC program(17.0) was used for productive correlation, stepwise multiple regression and reliability by Cronbach's as data analysis. The results were as follows. Firstly, the childcare teacher’s job satisfaction and ego-resilience level were above average (M=3.37, 3.58 each), while their burnout level was below average(M=2.57). Secondly, there was a negative correlation between their job satisfaction and burnout(r=-.51), while a positive correlation was between their job satisfaction and ego-resilience(r=.34). Thirdly, the burnout and ego-resilience against job satisfaction explained 28.1%. The optimistic attitude of the childcare teacher‘s ego- resilience was shown to moderate the effects on the relationship between their burnout and job satisfaction.

• Journal of Convergence for Information Technology
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• v.10 no.4
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• pp.81-88
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• 2020

The purpose of this study is to investigate the effects of the job stress and ego-resilience of kindergarten teachers life satisfaction, and to explore ways to improve life satisfaction. 198 public and private kindergarten teachers and childcare center teachers in Gangwon-do were asked to respond by using job stress, ego-resilience, and life satisfaction questionnaires. Based on the collected data, Pearson's correlation coefficient analysis and hierarchical multiple regression analysis are as follows. First, the higher the job stress of the kindergarten teacher, the lower the life satisfaction, and the higher the ego-resilience, the higher the life satisfaction. In particular, the reward, a sub-variable of job stress, had a significant negative correlation with the kindergarten teacher's ego-resilience and life satisfaction. Second, the predictors of relationship resilience, energy, and reward significantly influenced the life satisfaction of kindergarten teachers, and the relationship resilience was relatively explanatory about life satisfaction. This study suggests that an educational plan to be explored to improve ego-resilience for kindergarten teacher's life satisfaction.

• Korean Journal of Human Ecology
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• v.22 no.2
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• pp.245-256
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• 2013

This study examined the effects of social support on pre-service early childhood teacher's ego-resilience. The participants were 238 pre-service early childhood teachers in Daejeon Metropolitan City and Chungnam Province. The research instruments were Social Support by Yoon(1993), and Ego-Resilience by Park(1997). Collected data were analysed by F test and Duncon's test for post hoc test, and multiple regression, and Cronbach's ${\alpha}$ for reliability by SPSS PC program(17.0 version). The results were as follows: First, There were no significant differences in social support by education term. However, there were differences between sub-factors of social support by education term. Two-year had higher scores on social support from friends than three-year. Second, there were significant differences in ego-resilience by education term. In the order of four-year, two-year, and three-year had higher scores on ego-resilience. And, there were differences between sub-factors of ego-resilience by education term. Four-year had higher scores on self-confidence than three-year and two-year. In the order of four-year, two-year, and three-year had higher scores on ego-resilience, and anger regulation. Last, social support from friend and social support from professor explained 15% of variance in pre-service early childhood teacher' ego-resilience.

• Journal of the Korean Home Economics Association
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• v.44 no.11
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• pp.149-159
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• 2006

This study examined the relationship between social supports and the ego-resilience of school-aged children. The Social Supports Scale is composed of three factors: social supports from family, friend, and teacher. The subjects were 438 school-aged children. The main results were as follows. First, the level of social supports was generally high, with the highest level being from family. Second, the level of ego-resilience was also generally high. Finally, all social supports from family, friend, and teacher had positive influences on ego-resilience. The most influential factor was social supports from friend. The implications of these results were discussed.

• Journal of the Korean Home Economics Association
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• v.48 no.7
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• pp.23-32
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• 2010

The purpose of the present study was to examine the child care teacher's ego-resilience, emotional labor, and personal characteristics on their burnout. It was expected that the child care teachers would feel less burnout if they have higher ego-resilience and lower emotional labor compared to those with lower ego-resilience and higher emotional labor. A survey was administered to 218 child care teachers in Seoul area using Maslach Burnout Inventory, California Personality Inventory, and Emotional Labor Scale. Data were analyzed with descriptive statistics and multiple regression using SPSS PC program(12.0 version). Major findings were as follows: First, child care teachers' burnout was not so high. Second, teacher's burnout was different depending on their personal factors such as age, marriage, and income. Last, child care teachers' burnout was explained by their emotional labor and egoresilience.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.460-466
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• 2017

The objective of this study is to examine the influence of social support and ego-resilience on the burnout of infant teachers. 200 teachers from a children's day care center located in Jeju Island were selected as the subjects, with whom a survey was conducted using the criteria of social support, ego-resilience, and burnout. The data was analyzed by correlation and hierarchical analysis using the SPSS 18.0 program. The results were as follows. Firstly, the teachers' exhaustion level was low, whereas their ego-resilience level was high. Secondly, the higher their social support and ego-resilience were, the lower their exhaustion level became. Finally, in the review of the influence of social support and ego-resilience on exhaustion, ego-resilience explained more than social support. This finding suggests that teachers' ego-resilience and social support are the key factors affecting burnout. To reduce burnout, the development of educational programs to enhance the teachers' ego-resilience and social support is strongly recommended.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.417-438
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• 2013

This study studies the effect of student teacher's sense of humor, psychological well-being and ego-resilience by general characteristics and by examining the correlation with each other and influences. A sample of 323 student teachers was obtained from a college and a university in the Busan area. This study made use of an research instrument which was a questionnaire for sense of humor(Woo, 2008), psychological well-being(Lee, 2006) and ego-resilience(Park, 1997). For the data analysis connection analysis and regression analysis, SPSS version 18.0 was used. The results of study are as follows. First, student teachers have scores which are above average scores of sense of humor, psychological well-being and ego-resilience. Second, there was a positive correlation between the sense of humor and ego-resilience and a low grade variable of ego-resilience of student teachers and their sense of humor and psychological well-being and between their psychological well-being and ego-resilience. Third, When a multilinear regression analysis was made to confirm which variable would affect ego-resilience, sense of humor and a low grade variable of their was found to exert a statistically significant impact by 5%, and psychological well-being and a low grade variable of their was found to exert a statistically significant impact by 26%. Based on the results, the education training or programs for student teacher to use the sense of humor and psychological well-being should be developed according to the ego-resilience.

• Journal of the Korea Convergence Society
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• v.10 no.11
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• pp.419-428
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• 2019

This study aims to verify the self-determination motivation and ego resilience on the grit of the preparing students for the secondary school physical education teacher certification examination to provide basic data to improve the level of grit required for them to pass the certification examination and be appointed as physical education teachers. Thus, in order to achieve the objectives of this study, 403 students were verified through one-way ANOVA and correlation analysis and stepwise multiple regression analysis, which resulted in the following conclusions: The higher the level of intrinsic motivation and ego resilience, the higher the level of the grit sub-factors. Self-determination motivation and ego resilience that affect grit the most are found to be intrinsic motivation. Next came positive thinking, emotion regulation, problem solving and identified motivation factors. The results of this study suggest the importance of dealing with self-determination motivation and ego resilience affecting grit, and put forward the limitations of the study and future directions of research.