• Title/Summary/Keyword: teacher support

Search Result 734, Processing Time 0.021 seconds

The Relationships Among Social Support in the Workplace, Social Support Outside the Workplace, Child Care Teachers' Psychological Burnout, and Teacher-Child Interactions (직장 내·외 사회적 지지와 보육교사의 심리적 소진 및 교사-영유아 상호작용 간의 관계)

  • Park, Nam-Shim;Park, Bokyung;Kim, Mee-Ok
    • Korean Journal of Childcare and Education
    • /
    • v.17 no.6
    • /
    • pp.73-92
    • /
    • 2021
  • Objective: This study examined the relationships among social support in the workplace, social support outside the workplace, child care teachers' psychological burnout, and teacher-child interactions. Methods: The subjects of this study were 262 child care teachers and they responded to questionnaires on research variables. Data were analyzed using structural equation modeling. Results: First, social support outside the workplace had a direct effect on teacher-child interactions; that is, child care teachers, who perceived that they received a high level of social support outside the workplace, had high-quality interactions with children. Second, social support in the workplace had an indirect effect on teacher-child interactions through child care teachers' psychological burnout. In other words, child care teachers, who perceived that they received a high level of social support in the workplace, experienced less psychological burnout, which led to high-quality interactions with children. Conclusion/Implications: This study confirmed that the paths in which social support in the workplace and social support outside the workplace influence teacher-child interactions were different. Although the pathways were different, the results of this study emphasize that both types of social support are important factors that promote teacher-child interactions.

The Mediating Effect of Teacher Ego-resilience in the Relationship Between Colleague Teachers' Social Support and Teacher-child Interaction (동료 교사의 사회적 지지와 교사-유아 상호작용 관계에서 교사 자아탄력성의 매개효과)

  • Moon, Myunghwa;Kim, Namhee
    • Korean Journal of Childcare and Education
    • /
    • v.16 no.6
    • /
    • pp.185-202
    • /
    • 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.

Ways of Support for Beginning Teacher Induction in Elementary School (초임교사 교직 적응을 위한 지원 방안)

  • Sung, Byung-Chang
    • Journal of Fisheries and Marine Sciences Education
    • /
    • v.19 no.2
    • /
    • pp.310-322
    • /
    • 2007
  • This study is to find ways of support for beginning teacher induction in elementary school with constructing model of professional development. To achieve this purpose, this study reviewed significance of beginning teacher induction program, the bridge to life learning, and constructed the model of professional development for beginning. The final conclusion about ways of support as support intensity are orientation based on demanding of beginning teacher, bridge connection with veteran teacher, coordination of working conditions, collaboration among peer teacher, and strengthening computer network at week intensity level. At strong intensity level, the ways of support for beginning teacher are institutionalization on election and training of mentor, institutionalization on compulsory induction for 1 year, development and operation of teacher education center, and furtherance of school learning organization.

The Influence of Pre-service early childhood Teacher's Social Support and Adaptability to College Life on Teacher's Efficacy (예비유아교사의 사회적 지지와 대학생활 적응이 교사효능감에 미치는 영향)

  • Choi, In Sook;Park, You Mi
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.20 no.7
    • /
    • pp.332-340
    • /
    • 2019
  • This study examines the influence of pre-service early childhood teacher's social support and adaptability to college life on teacher's efficacy. The study subjects were 394 pre-service early childhood teachers. The instruments were Social Support Scale, Adaptability to College Life Scale and Teacher Efficacy Scale. The collected data were analyzed by using SPSS program. Frequency and percentage were used to determine the general background of the pre-service teachers. To examine social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, descriptive statistics analysis was conducted. To assess the relationship among social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, Pearson's correlation analysis was carried out. To examine the effects and relative explanation of esocial support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, multiple regression analysis was conducted. From the study results, first, pre-service early childhood teachers had higher social support, adaptability to college life and teacher efficacy rates than average. Second, there was a positive correlation among social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers. Third, teacher efficacy of pre-service early childhood teachers was influenced by their social support, and adaptability to college life. The study results suggest that a teacher efficacy improvement program for pre-service early childhood teachers should be provided for ensuring their social support. The study results also emphasize the necessity of social support and adaptability to college life improvement program for pre-service early childhood teachers.

Structural Relationships among Principals and Fellow Teacher's Emotional Support, Child Care Teacher's Active Motivation for Choosing the Teaching Profession, Self-Leadership, and Child Care Efficacy and Commitment (보육교사의 보육헌신에 대한 원장과 동료의 정서적지지, 능동적 교직선택동기, 셀프리더십 및 보육효능감 간의 구조적 관계)

  • Seo, Mi Jung;Lee, Kyung Nim
    • Korean Journal of Childcare and Education
    • /
    • v.14 no.1
    • /
    • pp.167-186
    • /
    • 2018
  • Objective: The purpose of this study was to explore the structural analysis of the relationships among principals and fellow teacher's emotional support, teacher's active motivation for choosing the teaching profession, self-leadership, and child care efficacy and commitment. Methods: Data were collected from 465 child care teachers and analyzed by means of structural equational modeling(SEM). Results: First, principals and fellow teacher' emotional support was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through teacher's self-leadership. Second, teacher's active motivation for choosing the teaching profession was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through self-leadership and child care efficacy. Third, teacher's self-leadership was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through child care efficacy. Fourth, teacher's child care efficacy was to found have a direct effect on teacher's child care commitment. Conclusion: These results suggest the need for a great deal of utility to improve teacher's child care commitment.

The Structural Relationship between the Director's Authentic Leadership, Social Support, and Teacher Efficacy Perceived by Early Childhood Teachers - Focusing on the Mediating Effect of Social Support - (유아교사가 지각한 원장의 진정성 리더십과 사회적 지지, 교사효능감의 구조적 관계: 사회적 지지의 매개효과를 중심으로)

  • Choi, Yang Mi;Kim, Bo Hyun;Lee, Hong Jae
    • Korean Journal of Childcare and Education
    • /
    • v.18 no.3
    • /
    • pp.1-18
    • /
    • 2022
  • Objective: The purpose of this study was to analyze the structural relationship between the authentic leadership of the director, social support, and teacher efficacy perceived by early childhood teachers. Methods: The participants of the study were 433 teachers working at kindergartens and daycare centers in Seoul and Gyeonggi Province. The data collected through the survey were analyzed by applying a structural equation model. Results: As a result of the study, it was found that the authentic leadership of the director perceived by early childhood teachers had a positive (+) effect on the early childhood teachers' social support and teacher efficacy, respectively, and social support had a positive (+) effect on teacher efficacy of the early childhood teachers. The results showed that social support had a positive mediating effect in the relationship between the director's authentic leadership and teacher efficacy perceived by early childhood teachers. Conclusion/Implications: The results suggest that it is necessary to establish a social support system through the exercise of the director's authentic leadership in order to improve the teacher efficacy of early childhood teachers.

Parents' Peers' and Teachers' Influence on the Self-concept of Korean-Chinese and Korean Children and Adolescents (부모, 또래, 교사가 아동과 청소년의 자아개념발달에 미치는 영향: 중국 조선족과 한국 아동 및 청소년 비교)

  • Lee Sarah;Park-Choi Hyewon
    • Journal of the Korean Home Economics Association
    • /
    • v.43 no.5 s.207
    • /
    • pp.163-181
    • /
    • 2005
  • This study compared influential factors on adolescent's (10-16 years of age) self-concept in Korean-chinese and Korean cultures. The influence of parenting, peer relationship, and teacher's support on the development of children's and adolescent's self-concept was assessed with Korean-Chinese and Korean elementary, middle, and high school students. The subjects were 210 Korean-Chinese children and 300 Korean-Chinese adolescent from Shenyang, China, and 280 Korean children and 400 Korean adolescents from Seoul and Ulsan, Korea. Data were analyzed by t-test, factor analysis, and multiple regression. The results revealed differential influences of factors between the two cultures. Korean-Chinese children's self-concepts were influenced by teacher's support and parenting, while Korean children's self-concepts were significantly influenced tv their peer relationships and teacher's support. Korean-Chinese adolescent's! self-concepts were influenced tv teacher's support and parenting, while Korean adolescent's self-concepts were influenced by parenting and teacher's support.

The Relationship among Perceived Social Support from Care Teacher, Internal Locus of Control, and School Adjustment of Institutionalized Children (시설보호 아동이 지각한 보육사의 사회적 지지와 내적 통제 성항 및 학교 적응)

  • 권기남;유안진;민하영
    • Journal of the Korean Home Economics Association
    • /
    • v.40 no.5
    • /
    • pp.109-118
    • /
    • 2002
  • This study focused on the relationship among perceived social support from care teacher(institution staff), internal locus of control, and school adjustment of institutionalized children. This also examined the differences of perceived social support, internal thou of control, and school adjustment by gender and the duration in the institution. Participant were 119 fifth-and sixth-grade elementary school studens(58 boys, 61 girts). Perceived social support from care teacher, internal locus of control, and school adjustment were measured by self-reports of institutionalized children. The data were analyzed, in SPSS Win program, by Cronbach's α, T-test, Pearson Correlations, Simple Regression, Hierarchical Multiple Regression. As expected, results confirm that perceived social support was associated positively with internal locus of control and school adjustment. further, perceived social support also exerts indirect effects on school adjustment, mediated by internal locus of control. However, none of these variables differed by gender and the duration in the institution.

Recognition and Demand of Child Care Teachers for the Support Project for Part-Time Substitute Teachers in Busan (부산시 시간제 대체교사 지원사업에 대한 보육교직원의 인식 및 요구)

  • Jung-Eun Kim;Jin-Ryoung Choi
    • Korean Journal of Childcare and Education
    • /
    • v.19 no.6
    • /
    • pp.21-37
    • /
    • 2023
  • Objective: This study aims to investigate the perception and demand of child care teachers regarding the support project for part-time substitute teachers in Busan. Methods: A survey was conducted on 6,141 childcare teachers participating in the Busan part-time substitute teacher support project, and the data were analyzed using the SPSS 25.0 program. Results: First, an examination of the perception of part-time substitute teacher support projects based on the type of daycare center revealed significant differences in all aspects, except for whether they choose to reapply. Second, an analysis of the demand for part-time substitute teacher support projects, categorized by the type of daycare center, indicated significant differences. Conclusion/Implications: The findings of this study furnish valuable insights for the equitable and effective implementation of the part-time substitute teaching assistant support project, taking into account the distinct characteristics of various daycare centers. Additionally, the results offer essential foundational data to guide the strategic direction of the part-time substitute teaching assistant support project.

Study of the Effects of Early Childhood Teachers' Social Support and Teacher Efficacy on Resilience (유아교사의 사회적 지지 및 교사효능감이 회복탄력성에 미치는 영향)

  • Park, Young Sim;Song, Hwa Jin
    • Korean Journal of Child Education & Care
    • /
    • v.18 no.3
    • /
    • pp.77-90
    • /
    • 2018
  • Objective: The objective of this study is to find out the relationship among early childhood teachers' social support, teacher efficacy, and resilience, and the effects of social support and teacher efficacy on early childhood teachers' resilience. Methods: The study was conducted with 282 teachers working in kindergartens and day care centers located in Jeollabukdo, The data were analyzed using Pearson's Product-Moment Correlation Analysis, and Stepwise Multiple Regression Analysis. Results: The results of this study are as follows. First, significant positive correlation appeared among early childhood teachers' resilience, social support, and teacher efficacy. The whole social support showed positive correlation in all sub-factors of resilience, and the whole teacher efficacy did positive correlation in all sub-factors of resilience. Second, according to the results of the study of the effects of social support and teacher efficacy on early childhood teachers' resilience, personal teacher efficacy, material support, and general teacher efficacy acted as significant factors in their whole resilience. Conclusion/Implications: In conclusion, this study suggests that improving resilience should be backed up by self-improvement of teachers who are able to upgrade teacher efficacy, and social support.