• Korean Journal of Child Studies
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• v.26 no.4
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• pp.55-70
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• 2005

The Teachers' Job Stress Scale(D'Arienzo, 1981) and the General Self-Efficacy Scale(Kim & Cho, 1996) were used to study 170 child care teachers. Data were analyzed by one-way ANOVA, Pearson's partial correlation, stepwise multiple regression(forward), path analysis, Internal consistency(Cronbach's $\alpha$), and factor analysis. Results showed that job stress was low for teachers of the national child care center, university graduates, higher salaried, and married teachers. Self-efficacy was high among teachers with more than 2 years experience, married status, and previous experience. Correlation between teacher's job stress and self-efficacy was -.19. Self-efficacy and demographic variables for job stress explained 8~22% of the variability. Self-efficacy intermediated between job stress and demographic variables. Monthly salary directly affected job stress.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.315-329
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• 2021

The purpose of this study is to verify the mediating effect of job stress between childcare teacher personality and child abuse, and provides basic data on personality education and coping strategies for childcare teachers' job stress. A survey was conducted on 326 childcare teachers working at daycare centers in Incheon, Korea. The collected questionnaires were subjected to regression analysis, multiple regression analysis, and Sobel's Z-test according to the research purpose with using SPSS 20.0. The research results are as follow. First, it was found that job performance, a sub-factor of childcare teacher personality, had an effect on child abuse. Second, it was found that the sub-factors of childcare teacher personality, humanity, creativity and personality, social relations, and job performance had an effect on job stress. Third, it was found that childcare activities, the sub-factors of job stress, and the relationship with parents had an effect on child abuse. Fourth, it was found that childcare activities, sub-factors of job stress, partially mediated between job performance and child abuse, a sub-factor of childcare teacher personality. These findings suggest that in order to prevent and contain child abuse by childcare teachers, specific plan must be actively prepared to improve job performance skills related to childcare teacher personality and reduce the burden of child care activities which is a sub-factor of job stress.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.482-491
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• 2018

This study intended to identify different level of teacher-efficacy, perception of principals' leadership and peer collaboration as it pertains to a teachers' job stress and job satisfaction in Elementary school. Samples include 1,031 teachers in elementary school from Korean Children & Youth Panel Survey(KCYPS) and data were analyzed using Latent Class Analysis(LCA) to identify different patterns of teacher-efficacy and perception of principals' leadership and peer collaboration. Multivariate analysis of variance were employed to identify the influence of predictors for classification of teachers' job stress and job satisfaction among latent classes. The study found three latent classes at risk class, middle-level adaptive class, and adaptive class and results showed that each distinctive class can be identified by some of predictors. Teachers at adaptive class showed higher teacher-efficacy and positive perception of principals' leadership and peer collaboration than teachers at risk and middle-level adaptive class. Also, teachers at adaptive class showed lower job stress and higher job satisfaction than teachers at two other classes. The study suggests that help teachers based on personal profile are effective rather teacher-efficacy and perception of principals' leadership and peer collaboration.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.15-26
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• 2019

Objective: The purpose of the study was, first, to look for the correlation among child care teacher's job burnout, their empowerment, and their flourishing. The second aim was to find out the relative effects of job burnout and empowerment on the flourishing of child care teachers. Methods: The participants were 296 child care teachers from Seoul, Gyeonggi and Jeon-nam districts among whom questionnaires were distributed. Correlation and hierarchical regression analyses were used for the analysis with SPSS 21.0 program. Results: The results revealed that, first, while there was significant correlation in child care teacher's job burnout, their empowerment, and their flourishing. Child care teacher's job burnout showed a significant negative correlation with their empowerment and their flourishing, and child care teacher's empowerment had a significant positive correlation with their flourishing. Second, the relative influence on the flourish of child care teachers was in the order of empowerment and job burnout. In terms of sub-factors, the relative influence on the flourish of child care teachers was in the order of professionalism, autonomy, self-efficacy and job dissatisfaction. This study is meaningful in that it provided the basic data for improving the quality level of the child care. Conclusion/Implications: This study suggests that basic data for improving the quality of the child care. In order to improve the flourishing of child care teacher, it is necessary to find effective ways to eliminate the job burnout and increase the empowerment.

• Journal of the Korea Convergence Society
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• v.10 no.1
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• pp.277-283
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• 2019

The purpose of this study was to compare special education teacher with fellow workers in which skills and skill categories were judged critical to job success for individuals with intellectual disabilities. The results obtained from the study were as follows: First, both groups ranked work-related skill category most relevant for job success. Special education teachers deemed 'following instruction' and 'interest in the job' as critical to job success. And fellow workers ranked 'following instruction' and 'neatness' most important factors. The results of this study give us suggestions as to develop the vocational curriculum for individuals with intellectual disabilities.

• Journal of Families and Better Life
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• v.28 no.5
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• pp.89-100
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• 2010

The purpose of this study was to develop a "Korean Childcare Teacher's Job Satisfaction Scale"(KCTJSS) and to evaluate its reliability and validity. KCTJSS was 72 items and 6 point Likert scale. Participants consisted of 211 childcare teachers by purposive sampling. Results were as follows: First, Exploratory factor analysis resulted in 40 items composed of 6 factors : The principal's childcare center operation system, working environments and welfare, social recognition, amount of work and time management, relationships with co-workers, relationships with parents. Second, the confirmatory factor analysis supported a 6 factor structure. Third, Criterion-related validity was confirmed by significant correlations of the present scale with Early Childhood Job Satisfaction Survey(Jorde-Bloom, 1989). Fourth, the reliability of factors using Cronbach's ${\alpha}$ appeared high, ranging from .83 to .93.

• Korean Journal of Human Ecology
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• v.15 no.5
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• pp.719-727
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• 2006

The purpose of this study is to examine the job satisfaction and the job stress of British child care teachers. Respondents, including childminders, were 137 British child care teachers who worked in nursery school, day nursery, creche, and playgroup. In the survey on the job satisfaction of British child care teachers, they were asked to answer two items. In the survey on their job stress level, they were required to rate their job-related stress levels on a 5 point scale of 'Job Stress scale' by Davis et al(2003). The results indicated: firstly, the British child care teachers are much satisfied with their job and have the low level of job stress. Secondly, their job satisfaction depends on who runs the child care facilities, what position they have in the centers, how long they work for child care, what qualifications they have. The levels of their job stress depend significantly on their present position in the centers. Thirdly, the job satisfaction of British child care teachers is explained about 27%, is related to their performing of daily routine, their age, the management of child care centers and qualifications of the teachers.

• Korean Journal of Human Ecology
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• v.14 no.1
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• pp.69-79
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• 2005

The purpose of this study is to investigate child rare teachers' job satisfaction in relation to their burnout and differences in their job satisfaction by demographic variables. Subjects of this study were 285 child care teachers in Chungnam province. They responded to 'Teachers' Work Satisfaction Scale' and 'Teachers' Burnout Scale.' The collected data were analyzed by one-way ANOVA, Pearson's partial correlation, stepwise multiple regression, $Scheff{\acute{e}}$ test for post hoc test, and Cronbach's a for reliability with SPSS PC program(10.0 version). The results are as follows: First, total job satisfaction was high in teachers with high school diploma and those married. Also, burnout level was high in teachers with high school diploma, those with more than 5 year, those married, and those over 40 years old. Second, the partial correlation coefficient of teachers' job satisfaction in relation to their burnout was -.52. Finally, teachers' burnout and demographic variables explained approximately 31% for total score of job satisfaction and $13{\sim}33%$ for subscales of it.

• Journal of the Korean Dietetic Association
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• v.24 no.1
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• pp.92-107
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• 2018

The purpose of this study was to investigate the status of school nutrition education and changes in perception of nutrition teacher's job in order to determine the need for redesign to achieve their ideal job. The questionnaire was distributed to 1,550 nutrition teachers, and a total of 1,487 usable data were collected with a 96% response rate from August to December 2015. Statistical data analysis was completed by using SPSS/Win 21.0 for descriptive analysis. The results were as follows: 45.5% of nutrition teachers periodically implemented nutrition education classes, and 32.7% of responses used creative activity times for nutrition and dietary life education. Various topics were taught such as strategies to improve dietary habits, choice of healthy foods and nutrition labeling, nutrition information, food safety, and environmental problems, etc. Current performance ratios of nutrition teacher's duties and tasks were as follows: nutrition operation 31.3%, foodservice hygiene and safety 28.0%, nutrition management 22.7%, nutrition and dietary life education and counselling 11.6%, and professional development 6.4%. Opinions about ideal job performance of nutrition teachers were investigated to determine needs for job redesign. Two in nutrition management duty tasks and four foodservice management duties duty tasks were reduced. On the other hand, another two nutrition management duty tasks and three nutrition and dietary life education and counselling tasks were increased compared to current job performance.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.1
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• pp.230-238
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• 2018

The purpose of this study was to examine the change in pre-service early childhood teacher's meaning through a job experience program. 15 students majoring in Early Childhood Education of K University participated in this study. Participants were provided a field-based job experience program for 4 weeks. Data was collected through pre-and post- questionnaires which enabled participants to freely share opinions. As a result of this study, pre-service teachers' expect teacher' know to preparation for a class, teaching performance, role of teacher for daily life guidance. Second, it is the actual experiences were infant knowledge, class management, parent counseling and care. Third, achievements included not only facilitating positive teacher behaviors, but also school performance. Moreover, it is important that variety of experience. The findings of this study imply that providing field-based job experience for the confidence of pre-service teachers regarding teaching and variety experience of job-related.