• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.147-165
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• 2018

The purpose of this study was to investigate how to develop of pre-service childcare teachers' perception about the image of childcare center teachers and self-image. In this study, participants' self-analysis method and in-depth interview were adopted to analyze the aspects of pre-service teachers' teacher image. Also, the narrative of pre-service teachers' a famous painting analysis were reported. The results of this study were divided into nine categories. Findings indicated that participants' self-image analysis work made pre-service teachers more enabled them to expend the significance of teacher's image of role in relation to their career decision and future their teacher's job. Moreover, through the experience of self-analysis work the pre-service teachers recognize their own ability to build up unique and healthy image. To foster the ability of pre-service teachers' self- image, special class teaching methods for pre-service teachers should be developed focusing on evoking them to have more positive self-image. This study suggested that self-image analysis work experiences should be emphasized in university class for pre-service teachers.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.248-260
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• 2021

This study assumes that the smooth school life of adolescents from multicultural families is recognized as an important part of multicultural support policies and practices as a basis for realizing an integrated society, and system elements that are meaningful for their flexibility to adapt to school (individuals, families, schools) By empirically analyzing the effect of, we tried to bring out highly effective implications for the composition of a multidimensional practice system. Therefore, this study is a causal model in which self-identity (individual factor) and parental parenting attitude (family factor), which are important variables for each system level, are set as independent variables, and school support (school factor) consisting of teacher support and companion support is set as control variables. After collecting data through a questionnaire survey by interviews with 162 middle and high school students in Gyeonggi and Gangwon regions, the effect was analyzed through multiple regression analysis. As a result of the analysis, it was confirmed that school support has a very important static moderating effect in the positive (+) effect of adolescents' self-identity and parenting attitude on school adaptability. It was confirmed that the modulating effect is relatively more important.

• Journal of Families and Better Life
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• v.28 no.4
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• pp.29-42
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• 2010

This study examined the effects of ego-resilience and directors' and fellow teachers' social support on childcare teachers' job stress. The participants were 323 childcare teachers in Chung nam Province and Daejeon Metropolitan City. The research instruments were Job Stress Scale by Cho(2004), Ego-resilience Scale by Park(1996) with CPI and CAQ correction, and Social Support Scale by Park(1985). Collected data were analysed by t-test, F test and Scheff$\acute{e}$ test for post hoc test, Pearson's productive correlation and stepwise multiple regression, and Cronbach's $\alpha$ for reliability by SPSS PC program (17.0 version). The results were as follows: First, the childcare teachers' job stress level was low (M=2.51, SD=.63), while ego-resilience level and social support level of directors and fellow teachers (M=3.68, SD=.58; M=3.62, SD=.94; M=3.83, SD=.69, respectively) were above the average. Second, there were significant differences between different levels of ego-resilience and of social support from directors and fellow teachers. Last, directors' social support and childcare teachers' optimistic attitude of ego-resilience were the most dominant variables that affected childcare teachers' job stress level(R2=38.3% for total score of childcare teachers' job stress).

• Journal of Families and Better Life
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• v.27 no.5
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• pp.91-99
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• 2009

This study investigates the relationships among emotional support from social network, ego-resiliency, and role conflict of teachers in kindergartens and day care centers. The subjects were 192 teachers who worked in kindergartens or child care centers in Daegu and Gyeongbuk Province. Questionnaires, which require self-report by teachers, were used to investigate the emotional support from social network, ego-resiliency, and role conflict. The collected data were analyzed by Pearson's correlation, single and multiple regressions, using SPSS Win 15.0. The results are as follows. (1) Emotional support from social network and ego-resiliency was negatively associated with the role conflict of teachers in kindergartens and day care centers. (2) Emotional support from social network was positively associated with ego-resiliency. (3) Emotional support from social network partly exerted indirect effects on role conflict mediated by ego-resiliency. But direct effect of emotional support from social network on role conflict was more than the indirect effect. These results indicate that a higher level of emotional support from social network is more likely to lower role conflict of teachers.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.221-232
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• 2007

The purpose of this study was to investigate the relationship among personal attributions of daycare center teachers in fields, social support, and teachers' burn-out. Data were collected by 228 teachers in day care center. To examine the relationship among personal attributions of daycare center teachers in fields, social support, and teachers' burn-out, it was used the scale of 'the tendency of attributions', 'social supports', and 'burn-out'. To analyze data, Pearsons' correlation and multiple regression were used. The results of this study were as followed. First, the score of daycare center teachers' personal attributions, social support, and teachers' burn-out were higher than the mean score. Second, internal and external variables were related to burn-out factors. Third, attribute disposition were related to teachers' burn-out. As a whole, teachers were tend to be in internal attributions, which led to a tendency to show positive reactions against burn-out. Forth, social supports were related to teachers' burn-out.

• Journal of Families and Better Life
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• v.26 no.2
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• pp.25-32
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• 2008

The purpose of this study was to investigate the relationship with self-efficacy and social support and organizational commitment of kindergarten and child care teachers. The subjects were 257 kindergarten and child care teachers. The data were analyzed by Path Analysis, Multiple Regression(using SPSS 15.0 and Amos 6.0). Major findings were as follows: (1) The self-efficacy was significantly associated with organizational commitment of kindergarten and child care teachers. And social support was significantly associated with organizational commitment of kindergarten and child care teachers. (2) The self-efficacy was significantly associated with social support of kindergarten and child care teachers (3) The self-efficacy was not significantly associated with organizational commitment of kindergarten and child care teachers, controlled by social support. That result showed the social support was more important variable affecting organizational commitment of kindergarten and child care teachers than the self-efficacy.

• Journal of Families and Better Life
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• v.31 no.6
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• pp.113-123
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• 2013

This investigation studied 1)the correlations among pre-service child care teachers' behavioral characteristics, social support and self-efficacy, and 2)the mediating effects of pre-service child care teachers' behavioral characteristics and social support on self-efficacy. The subjects were 240 pre-service child care teachers working at S-center for nursery teacher education or I-center for nursery teacher education in the Incheon area. The findings are as follows. First, the relationships among pre-service child care teachers' behavioral characteristics, social support and self-efficacy were examined by showing correlations. Second, we found that in terms of the mediating role of social support in the relationship between pre-service child care teachers' behavioral characteristics and self-efficacy, type D and type S show self-efficacy; they also have a direct impact on the social support indirectly affected through. Thus, social support can be seen as having a partial mediating effect.

• Korean Journal of Childcare and Education
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• v.18 no.3
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• pp.1-18
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• 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.

• The Journal of the Korea Contents Association
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• v.10 no.7
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• pp.244-252
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• 2010

The purpose of this study was to provide the fundamental data for further developments of the school dental clinic program through evaluating oral health knowledge, status and attitude of school dental program subjected on teachers who had experienced the program. The subjects were total 186 teachers from 8 elementary school in Ulsan metropolitan city area that had been operating school dental clinic program from 1999 to 2005. For the teachers by school and period of operation, the level of knowledge and behavior of oral health were no difference, however the recognition and behavior level in shorter operation group were higher, the level of recommend other school was higher than previous research. The efforts for further development school dental clinic program associated with advanced countries should be emphasized including the higher interests, more active participation and strengthened education. The systematic supports would be also important.

• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.159-177
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• 2014

The purpose of this study was to examine the influential factors on parenting guilt of mothers who use a day-care center. To achieve these research goals, the present study 1) analysed the differences in the mother's parenting guilt as the socio-demographic variables of the mother and child, and 2) examined the relative effect size of influences on the mother's parenting guilt with their parenting efficacy, satisfaction on the day-care center, emotional and informational support from teachers, and mother's active interaction with day-care teachers. The participants of the study were 350 mothers whose infants and toddlers were attending day-care centers in Gwangju and Jeollanamdo. The results of this study are as follows. First, the mothers with infants who were younger than 3 years old reported more parenting guilt than the mothers with toddlers. Second, the mothers whose children were the first child reported more parenting guilt than the mothers with children who were the second or the third child. Third, the emotional support from the day-care teacher was the most influential factor on the mother's parenting guilt. This study suggests that the mutual cooperation between mother and day-care teacher are very important to reduce the mother's parenting guilt.