• Korean Journal of Child Education & Care
• /
• v.19 no.1
• /
• pp.1-13
• /
• 2019

Objective: This study examined the influence of child-care teachers' depression and social support on their burn-out and investigated whether social support had any moderating effects on the relationship between of child-care teachers' depression and burn-out. Methods: The participants of this study were 343 child-care teachers from 131 daycare center in Seoul and Gyeon-gi province. Statistical analyses of data for this study included descriptive statistics and hierarchical regressions. The moderating effect of social support was analyzed by using the procedures proposed by Baron and Kenny (1986). Results: The results of this study indicate that the level of child-care teachers' depression increases the level of burn-out and that the level of social support in workplace and the level of social support from out of workplace decreases the level of burn-out. In addition, social support from out of workplace only moderated the influence of child-care teachers' depression on their burn-out. Conclusion/Implications: The influence of child-care teachers' depression on burn-out was lower when the level of social support from out of workplace was high, compared to when it was low.

• 대한공업교육학회지
• /
• v.40 no.2
• /
• pp.92-110
• /
• 2015

The purpose of this study is to provide necessary information to understand characteristics of vocational high school students and to enhance academic engagement through social support of teachers, leading to help research of teaching and learning strategy. A survey was conducted on 990 engineering major students attending 11 vocational high schools in Seoul metropolitan, Chungcheong, Jeolla, Kyeongsang and Kangwon regions. A questionnaire consists of measurement tools for the academic engagement (21 questions) and the social support of teachers (25 questions). The findings of this study are as follows: First, it is found that the level of students' academic engagement was high. But it appears that the students showed low engagement of emotion compared with that of behavior and cognition. There was no level difference according to gender, but there was a considerable difference according to a school year. The first year students' level of engagement was higher than the second and the third year students' in terms of cognition and emotion. Second, it shows that the level of the teachers' social support was normal, which was in the order of appraisal support, instrumental support, informational support, and emotional support. Especially, the level of appraisal support and instrumental support was most. Third, there were correlation and explanation between students' academic engagement and teachers' social support. Moreover, the result that teachers' emotional support has high correlation and explanation in qualitative terms of academic engagement support the importance. Therefore, it is concluded that the social support of teachers can make an positive influence on improving the academic engagement of students and provide students with adaptability and satisfaction with their school life, which may give students a positive effect in emotional development, self-formation, and complement.

• Korean Journal of Child Education & Care
• /
• v.18 no.4
• /
• pp.51-63
• /
• 2018

Objective: The purpose of this study was to verify the influence of educare teachers' self-encouragement and social support on their psychological burnout. Methods: This study was 329 educare teachers working in Jeju Special Self-Governing Province. The questionnaire for this study (self-encouragement scales, social support scales, and psychological burnout scales) was conducted and t-test, F-test, Turkey post test, Pearson Correlation analysis, simple regression analysis and multiple regression analysis was conducted by using the SPSS windows 18.0 program. Research results of analysis were as follows. Results: First, the difference of self-encouragement of educare teachers was remarkable according to age group and that of social support noticeable according to age group and career while that of psychological burnout was noticeable according to age group and marital status. Second, educare teachers' self-encouragement and social support has negative correlation with their psychological burnout. Third, educare teachers' self-encouragement and social support affect their psychological burnout in negative manner. In particular, self-encouragement functions, more than social support, as a main factor in reducing psychological burnout. Conclusion/Implications: These results can be utilized as basic data for developing education and counselling programs designed to provide emotional stability for educare teachers and help them give more positive child-care service.

• The Journal of the Korea Contents Association
• /
• v.16 no.2
• /
• pp.420-431
• /
• 2016

The purpose of this study was to examine the effect of social support from teachers and friends on the career maturity of students at technical meister high schools. The Social Support Scale adjusted by Kim, Hye-Jin(2006) and the Career Maturity Attitude Inventory Scale produced by Lee, Ki-Hak(1997) were administered. The data from 194 were ultimately included to analyze. Corrlational coefficent and multiple regression analysis were performed using SPSS 21.0 statistical package. The results were as follows. First, perceived teachers' social support was higher than friends. Second, the effect of teachers' social support on career maturity was not significant but the effect of social support from friends was found. Among sub-factors of social support from friends, emotional and informative support were found significant effect on career maturity. The implication of these results were discussed in terms of career counseling and education of technical meister high schools.

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

• Journal of Creative Information Culture
• /
• v.7 no.1
• /
• pp.53-67
• /
• 2021

This study The purpose of this study is to analyze the structural relationship among social support, job satisfaction, happiness, teacher efficacy. Participants were 249 teachers from teachers' training programs. Descriptive statistics analysis and path analysis were conducted. SPSS 22.0 and AMOS 21.0 were used. As a result of the analysis, it was found that teachers' social support had a significant effect on job satisfaction and happiness, and job satisfaction had a significant effect on happiness and teacher efficacy, but social support and happiness did not directly affect teacher efficacy. However, it was found that social support has a partial mediating effect through a sense of happiness through job satisfaction, and social support has a complete mediation effect through a sense of teacher efficacy through job satisfaction. This study is considered to be the basic data for preparing a plan to improve the teacher's sense of efficacy, an important factor in determining the quality of public education.

• 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.

• The Korean Journal of Coaching Psychology
• /
• v.6 no.2
• /
• pp.75-92
• /
• 2022

There are many studies that intrinsic learning motivation and social support play an important role in the study of children and adolescents. However, studies examining the effects of intrinsic learning motivation and social support by measuring the actual academic performance of elementary school students are rare. This study attempted to verify the effect of intrinsic learning motivation on Korean language performance and moderating effect of social support in 5th and 6th graders in elementary school. 122 elementary school students in local county-level areas participated in this study. The Korean language test was conducted about 5 months after intrinsic learning motivation and social support of families and teachers were measured. The results revealed that Korean language performance showed a significant positive correlation with intrinsic learning motivation and social support, and also showed a significant correlation between learning motivation and social support. In the regression analysis with control variables, it was found that intrinsic learning motivation had a significant effect on Korean language performance. The moderating effect of social support was analyzed by dividing it into family support and teacher support. The interaction effect of learning motivation and social support was significant only in teacher support, not in family support. In specific, when teacher support was high, Korean language performance was high regardless of the student's learning motivation level, but when teacher support was low, the student's learning motivation mattered in the performance. Based on the results of this study, implications and limitations were discussed.

• Journal of Creative Information Culture
• /
• v.7 no.1
• /
• pp.31-41
• /
• 2021

This study aimed to investigate the status of happiness according to the background of teachers, and to find out the effects of social support and job satisfaction on teachers' happiness. For this, the data of 249 teachers participating in the teacher training were analyzed using the Google online survey. As a result, there was no significant difference in gender or career, but elementary school teachers were found to have higher happiness than high school teachers. All the sub-factors of social support and job satisfaction were found to have positive relationship with the happiness sub-factors. In addition, in terms of the effects of social support and job satisfaction on inner happiness, teaching consciousness, autonomy, and trustworthy alliance had a positive effect on inner happiness, and the trustworthy alliance, advice, teaching consciousness on external commitment, and social belonging, Autonomy, development, and innovation had a positive effect on self-regulated happiness. It is believed that there is a need to improve the happiness of teachers using the results of this study.

• The Journal of the Korea Contents Association
• /
• v.15 no.2
• /
• pp.466-475
• /
• 2015

This study examined the influence of social support perceived through SNS on teachers' adult attachment and occupational satisfaction. In order to do so, survey was conducted on teachers and a total of 103 sets of responses were used for final analysis. As a result of the study on social support perceived through SNS, with regards to adult attachment, it was shown that emotional support, informational support, and instrumental support have influence on attachment anxiety. With regards to attachment avoidance, emotional support was shown to have statistically effective influence. In addition, with regards to influence of social support perceived through SNS on occupational satisfaction, it was shown that emotional support and informational support have effective influence on occupational satisfaction. In conclusion and discussion, the implications and limitations of this study were suggested.