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

• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.341-351
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• 2018

The study aimed to investigate the impact of teacher's occupational stress on their sense of happiness and enthusiasm for teaching profession in early childhood institutions according to their occupational stress. For these purposes, data were collected from 321 early childhood teachers in Gyeonggi province. The results of this study were as follows: First, there was a statistically significant difference in sense of happiness of early childhood teachers according to occupational stress level. Second, there was no statistically significant difference in overall enthusiasm for teaching profession according to occupational stress level, but significant differences among sub-factors. Third, as a result of examining the effects of occupational stress on sense of happiness and enthusiasm for teaching profession for early childhood teachers, all of them had a statistically significant effect, except overall enthusiasm. It is expected that this study will help to provide basic data for preparing a happy classroom environment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.390-399
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• 2017

The purpose of this study is to investigate the effects of happiness of early childhood teachers on ego resilience and job engagement. The study subjects were 243 teachers who were working in early childhood education institutes located in K and D area. The collected data were analyzed through descriptive statistics, correlation analysis, and regression analysis using SPSS 18.0 Program. The study results are as follows. First, it was identified that the level of happiness, ego resilience, and job engagement of early childhood teachers were high. Secondly, happiness, ego resilience, and job engagement of early childhood teachers had a statistically significant correlation. Thirdly, the explanation power of happiness for ego resilience was 18% and self-acceptance, a subfactor of ego resilience, had an effect. Also, the explanation power of happiness for job engagement of early childhood teacher was vitality of 23%, and it was found to affect the subfactors of vitality of job engagement in the order of self-acceptance, positive personal relationship, and control over the environment. Also, the explanation power of happiness factors for undivided attention of early childhood teacher was 17%, and self-acceptance and positive personal relationship had a significantly positive effect on the undivided attention of teachers. Lastly, the explanation power of happiness factors for absorption of early childhood teacher was 14%, and self-acceptance among happiness factors of teachers had a significantly positive effect on the undivided attention of teachers. These study results suggest that the quality of early childhood education and happiness should be improved for the early childhood teachers and this may be a positive factor for the improvement of ego resilience and job engagement.

• The Journal of the Convergence on Culture Technology
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• v.6 no.2
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• pp.305-312
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• 2020

We aimed to investigate the effects of early childhood teachers' happiness and job satisfaction on their psychological burnout. The subjects were 238 early childhood teachers in Metropolitan area, South Korea. We measured subjects' happiness, job satisfaction, and psychological burnout using the questionnaire surveys. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and the analyses of multiple regression using SPSS 26.0. As results, early childhood teachers' happiness and job satisfaction showed the statistically significant negative correlation with psychological burnout. It was found that early childhood teachers' happiness and job satisfaction statistically significantly affected psychological burnout. The results implied that the negative effects of early childhood teachers' psychological burnouts would be reduced or prevented through practical effort to enhance their happiness and job satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.470-479
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• 2018

This is an empirical study aiming to analyze the relations between positive psychological capital, social support from the school director and fellow teachers, and happiness of childcare teachers in charge of young children with disabilities. In addition, we analyze the mediating effects of social support from the school director and fellow teachers on the relation between positive psychological capital and happiness. To achieve these aims, a survey was conducted targeting 205 childcare teachers in Gyeonggi province. Results of this study are as follows: First, there were significantly positive correlations between positive psychological capital, social support, and happiness. Furthermore, positive psychological capital and social support from the school director and fellow teachers had positive effects on the happiness of childcare teachers. Second, the social support from the school director and fellow teachers had partially mediating effects on the relation between positive psychological capital and happiness. This implies that positive psychological capital and social support from the school director and fellow teachers play essential roles in the enhancement of happiness of childcare teachers.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.55-72
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• 2015

This study investigated the relationship between the ecological literacy and the sense of happiness of child day care teachers. One hundred twenty -five child care teachers in the Incheon and Kyunggi areas were participated in this study. Data responses from day care teachers were analyzed sing SPSS 17. The results were as follows. First, generally, there was a significant difference in ecological literacy depending on child day care teachers' carre, experiences in early childhood, and in-service teacher program. However, there was no difference in ecological literacy except in ecological literacy attitude depending on child day care teachers' academic area. Second, there was a correlations between the ecological literacy and the sense of happiness of child day care teachers. This study will provide basic information to better understand the relationship between the ecological literacy and the sense of happiness of child day care teachers.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.71-84
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• 2019

Objective: This study examined the how childcare teachers' happiness and self-leadership influences on respect for young children's rights. Methods: For this purpose, 350 childcare teachers in G city were surveyed. Data of 291 copies as final research subjects were analyzed through one-way ANOVA and hierarchical regression analysis. Results: First, external and self-regulating happiness sub-factors of happiness, differed according to the academic background. Behavioral and cognitive strategies, the sub-factors of self-leadership, differed according to the academic background and career. The right to life, right to protection, development rights, and participation rights, which are sub-factors of respect for young children's rights, differed according to the academic background and career, and the development rights differed depending on the type of childcare center. Second, there was a significant positive correlation among the happiness, self-leadership and respect for young children's rights. Third, the happiness and self-leadership of childcare teachers have a significant effect on the respect of young children's rights. Conclusion/Implications: This study is to confirm the necessity of efforts for institutional and educational measures to promote the happiness and self-leadership of childcare teachers as part of efforts to raise childcare teachers who are highly aware of the need to respect young children's rights.

• The Korean Journal of Elementary Counseling
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• v.11 no.2
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• pp.219-235
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• 2012

The purpose of this study was to identify the factors of school happiness of elementary students by implicit theory. For this purpose, 192 items for happiness were constructed based on 76 5th and 6th elementary students' free descriptions. Then 75 items were selected for preliminary factor analysis based on item appropriateness by evaluation of 28 elementary teachers. The happiness inventory composed 136 items was administered to 155 students and 36 items were selected based on exploratory factor analysis results. 4 factors-optimism, positive peer-relationship, self-esteem, consideration, and teacher-relationship-were extracted by principal component analysis. The confirmatory factor analysis indices indicated that 4 factor model of happiness was fit. The reliability(Cronbach's ${\alpha}$) was .996.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.568-575
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• 2017

This study examined the effects of courage on happiness and the mediating effects of the decision making ability on the relationship between courage and happiness. The courage Inventory for Young Children (Park & Lee, 2011), The Children's decision making ability Scale (Park, 2012) and the happiness Questionnaire (Kim, 2008) were administered to 220 young children (112 boys, 108 girls, 5 year of age). The collected data were analyzed by descriptive statistics, Pearson's correlation analysis, multiple regression analysis, and a sobel test using the computer program, SPSS/PC 21.0. The results were as follows. First, there were significant positive relationships among courage, decision making ability, and happiness. Second, courage was an important factor in predicting the happiness of young children, and the decision making ability had mediating effects on the relationship between courage and happiness.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.5-32
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• 2013

The purpose of this study was to analyze the differences of young children's emotional intelligence and happiness according to the socioeconomic status of their fathers. The subjects were 264 young children attending daycare centers and kindergartens in Busan, Korea. Data were analyzed with one-way MANOVA to find out the differences of young children's emotional intelligence and happiness according to education, income level or career of their fathers. Results of this study as follows: First, there were significant differences in emotional intelligence according to education, income level and career of their fathers. Second, there were significant differences in happiness according to education, income level and career of their fathers. Therefore, their father's socioeconomic status variables are the best variables in order to predict emotional intelligence and happiness of young children.