• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.1-20
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• 2009

This paper is intended as an investigation of relation between pre-service kindergarten teacher's creative personality and teacher's efficacy. Subjects of this study were 160 third grade students of S collage & Y collage. They were major in infant or early childhood education and have an field practice experience of nurture and education. Tool for measurement is Creative Personality Scale of Ha Juhyun and TEBI(Teaching Efficacy Belief Instrument) teacher's efficacy test which is modified by Kim Sunnam. The collected data were analyzed by one-way ANOVA, post hoc Scheffe' test, Pearson's correlation and stepwise regression. The following results were obtained. First, there is no difference in creative personality according to academic grade, age, experience of leadership in collage. Second, there is a static relation between age of pre-service kindergarten teacher and teacher's efficacy especially personal teacher's efficacy. Third, points of creative personality is relative to teacher's efficacy, especially relative to personal teacher's efficacy. Among the sub-factors of creative personality, factors estimates teacher's personal efficacy are 'self belief, imagination and open mind'. On these ground, I comment on curriculum which will educate creative personality of pre-service kindergarten teacher.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.247-264
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• 2002

본 연구의 목적은 교사들이 갖고 있는 수학 및 수학을 어떻게 가르칠 것인가에 대한 신념과 수업 관행과의 관계를 문헌적 고찰을 통하여 교사 변화를 위한 모델을 제시하는데 있다. 이를 위하여 먼 저 신념에 대한 정의, 신념과 지식의 차이점, 그리고 신념이 교사들의 수업 관행과 어떻게 관련이 있는지를 논의하였다. 신념과 수업 관행과의 상호 관계를 통하여 본 연구에서는 수업 개선 프로그램의 개발을 위한 모델을 개인적 수준, 학급 수준, 및 학교 수준의 세 시각에서 논의하였다. 이들 모델들은 결국 교사의 학습도 학생들의 학습 방법과 유사한 형태를 띄고 있다는 점에서 현재의 주요한 수학 학습 이론들에 근거를 두고 있다. 결국, 교사들의 수업 관행에 큰 영향을 끼치는 것으로 알려진 교사들의 수학적 신념은 위에 논의된 세 요소의 측면에서 수업 개선 프로그램들이 운영될 때 수업 관행과 함께 변화한다는 것을 본 이론 연구에서는 암시해 주고 있다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.336-345
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total 316 fourth, fifth, and sixth graders attending elementary schools participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, then students were manipulated by classroom goal structure and feedback. Results from multiple regression suggest that students' perception of learning from error has affected by relationships with peers at the most, then relationships with teacher and the type of feedback. Students' perception of risk taking for error also affected by relationships with peers and teacher, then the classroom goal structure. However, no classroom goal structure and feedback affect on their perception of thinking about error to improve their learning as well as error strain. These results imply how classroom climate should be structured to improve perception of errors to improve student's learning.

• Korean Journal of School Psychology
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• v.18 no.3
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• pp.399-423
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• 2021

We used structural equation modeling to analyze data from 298 high school students in South Korea to investigate the relationship between student-perceived teachers' calling and students' academic burnout and the mediating effects of student-perceived need-supportive teaching and students' basic psychological need satisfaction. The results showed that student-perceived teachers' calling was not directly related to students' academic burnout and that student-perceived need-supportive teaching mediated the indirect negative relationship between student-perceived teachers' calling and students' academic burnout. Furthermore, student-perceived need-supportive teaching and students' basic psychological need satisfaction sequentially mediated the indirect negative relationship between student-perceived teachers' calling and students' academic burnout. Implications and suggestions for future research are discussed based on these results.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.77-90
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• 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.

• 대한공업교육학회지
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• v.36 no.2
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• pp.181-199
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• 2011

The purpose of this study is to determine the level of key competencies and teacher efficacy of pre-service industrial teachers as related to their personal backgrounds, and to analyze the correlation between personal variables, key competencies and teaching efficacy. This will be provided as basic resources for pre-service teacher training program to improve the understanding of key competencies and teaching efficacy of pre-service industrial teachers. The results of this study are as follows. First, the teacher efficacy of pre-service industrial teachers was found to be above average (M=3.0), and teaching efficacy (M=3.41) was found to be a bit higher than personal teacher efficacy (M=3.28). Upon analyzing the significant differences of teacher efficacy resulting from background variables, it was found that gender and major had no difference while the effect of school year on teaching efficacy of teacher efficacy showed statistically significant differences. Second, the lower regions of key competencies of pre-service industrial teachers all were above the average 3.0. Gender and school year were exhibited no significant difference, and only the global competence of key competencies showed significant difference. Third, it was found that the gender and major of pre-service industrial teachers had no correlation with teacher efficacy and key competencies. On the other hand, school year variable showed significant positive correlation with teacher efficacy (r=.274) and key competencies (r=.168). Lastly, it was found that key competencies and teacher efficacy had positive correlation of r=.475.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.1
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• pp.248-258
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• 2019

The purpose of this study is to examine the relationship between self-leadership of teachers who conduct free-selection activities in kindergartens. In addition, we analyze the mediating effect of teacher self-efficacy. This study was conducted using data gathered through a survey conducted on 325 kindergarten teachers in Seoul and Gyeonggi-do areas from September 17 to 28, 2018. To analyze the data, the author used SPSS Statistics 22.0 and AMOS 20.0 programs to conduct reliability analysis, confirmatory factor analysis, correlation analysis, and structural equation modeling. The result of the verification of the hypothesis showed that self-leadership of kindergarten teachers who engaged in free-selection activities positively influenced self-efficacy. Self-leadership of teachers who employed free-selection activities had a positive effect on the expertise of teachers as well. Also, self-efficacy of kindergarten teachers positively affected expertise of these teachers. In addition, the self-leadership of kindergarten teachers mediated self-efficacy, so that the indirect effect on teacher expertise was statistically significant. Also, the direct effect of self-leadership on expertise of teachers was significant, which showed that the self-efficacy of the kindergarten teachers indirectly mediated the relationship between self-leadership and expertise of the teachers. This study showed that to enhance expertise of kindergarten teachers, this requires enhancing self-leadership of teachers. Also, in order to enhance the level of self-efficacy of teachers, necessary knowledge and skills that can enhance self-efficacy of these teachers in their working environment should be provided. In addition, someone who can play the role of active facilitator or helper is needed in order to enhance expertise of these teachers.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.1-12
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• 2013

The purpose of this study was to investigate the gender and sibling composition differences in psychological well-being, and to analyze the effects of family and school environment on psychological well-being among Chinese adolescents. Data from 453 students of middle school were used for final analysis. This study found that only child adolescents showed higher levels of self-esteem and low levels of depression than adolescents with sibling. Regression analysis revealed that self-esteem were influenced by relations with teachers, peer relations and marital conflict among male only child adolescents and female adolescents with sibling. Self-esteem of female only child adolescents was affected by parenting behavior and relations with teachers, and self-esteem of male adolescents with sibling was affected by relations with teachers. Relations with teachers and parenting behavior had impact on depression of Chinese adolescents, but depression was not influenced by peer relations.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.31-53
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• 2013

This study was to examine the effects of young child's temperament, emotion regulation and teacher-child relationships on young children's prosocial behavior. The subjects of this study were 374 3- 5-year old children and their teachers. The collected data were analyzed by t-test, correlations and pathway analysis. The results were as follows: First, girls' prosocial behavior was found to be higher than boys'. Second, boys' and girls' temperament were found to affect young children's prosocial behavior directly and indirectly through teacher-child relationship and emotion regulation. Third, teacher-child relationships was found to affect boys' prosocial behavior directly and to mediate between boys' temperament and emotion regulation and prosocial behavior. Additionally emotion regulation was found to be the most important variable predicting boys' and girls' prosocial behavior and to mediate between temperament and teacher-child relationship and prosocial behavior.

• Journal of vocational education research
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• v.37 no.2
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• pp.145-165
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• 2018

The purpose of this research is to investigate the relationship between job stress and job satisfaction of special education teachers, and to grasp the situation of those instructors, and to suggest a suitable method to increase their job satisfaction. From 21 August to 18 September 2017, an online survey was conducted on 217 special education teachers for 4 weeks. As such, the research questions were, first, is there any difference in level of job stress and job satisfaction in accordance to their variable? Second, what is the influence of job stress on job satisfaction? Following are the results on the research question. First, female teachers have higher job stress and lower job satisfaction even to those who served in public school, and over 10 years. Second, as a result of examining the effect of job stress on job satisfaction, job satisfaction decreases as job stress increases. Referring from these results, in order to lower the job stress and increase job satisfaction of special education teachers, suggestion is proposed.