• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.389-402
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• 2023

The purpose of this study is to investigate the structural relationship between pedagogical content knowledge (PCK), grit, and teaching efficacy perceived by elementary school science teachers. Based on the results of the literature review, PCK was divided into knowledge domain and enactment domain, and these two domains were set as exogenous latent variables to investigate the structural relationship between PCK and teaching efficacy. In addition, teachers' grit was added to the structural equation model as an exogenous latent variable to investigate the effect of teachers' knowledge, enactment, and grit on teaching efficacy. Upon confirming the structural relationship between PCK and teaching efficacy, it was found that a high correlation between knowledge and enactment, and that knowledge had a greater effect on teaching efficacy than enactment. Furthermore, upon confirming the structural relationship between PCK, grit, and teaching efficacy, both knowledge and grit were found to have a statistically significant effect on teaching efficacy, while the relationship between enactment and teaching efficacy was not statistically significant. Based on the results of these studies, we discussed ways to strengthen teacher expertise and teaching efficacy in elementary school science classes and the meaning of grit in the field of teacher expertise.

• Journal of Korean Library and Information Science Society
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• v.50 no.2
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• pp.149-168
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• 2019

The purpose of this study is to analyze the characteristics of teacher librarians' efficacy and to propose some ways to enhance their efficacy. To do this, questionnaires on 30 teacher librarians who participated in the level 1 certification program of K university in 2018 were conducted. The results showed that their average efficacy was 3.38, the efficacy of teaching method was 3.60, the collective efficacy was 3.38, and the personal efficacy was 3.18. They had high personal efficacy on classroom management, the willingness to lead poor students and the possibility of problem student guidance, and collective efficacy on conflict management with fellow teachers and parents. On the other hand, personal efficacy in problem analysis and guidance for problem students, difficult contents and course instruction were low. Also, the collective efficacy of the conflict between the manager and the education office was low. They have a strong willingness to improve teaching methods for students and showed high efficacy about student synchronization and preparation for teaching. However, they were aware of the lack of learning skills and the lack of various teaching methods. The variables influencing their efficacy were graduation, education level, school size, and degree. Especially, the higher the education level, the more confident and enthusiastic about teaching problemmatic students and disadvantaged students. In addition, teacher librarians with high academic standards showed high confidence in conflict resolution with peers and parents and teaching methods. The improvement direction to enhance their efficacy in this study are increasing the ratio of teacher education in the field of education, reforming teacher librarians training before appointment, establishing supervision organizations for school libraries and improving their professionalism by going to graduate school.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.101-115
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• 2019

Objective: The purpose of this research is to explore the influence of infant teachers' teaching efficacy and sensitivity level on organizational commitment. Methods: The subjects of the study were 206 infant teachers working in pre-schools in "Region S." In the research, a survey was given out using a teaching efficacy tool used by Hee-Kyung Kwak (2011), a teacher-sensitivity measurement scale created by Kwang-Mi Min (2014), and an organizational commitment measuring tool modified and improved by Jong-Kak Lee (2013). The collected data went through the SPSS 21.0 Win Program to gather the information regarding reliability analysis, technical statistics, correlation analysis, and multiple regression analysis. Results: First, the infant teachers' teaching efficacy was average, their sensitivity level was above average, and their organizational commitment was a little above average. Second, the infant teachers' teaching efficacy and the organizational commitment showed a static relation. The sensitivity level showed a static relation with affective commitment and normative commitment in organizational commitment. Third, the infant teachers' organizational commitment was largely influenced by general efficacy which is a subfactor in teaching efficacy, and by consistency which is a subfactor of sensitivity. Conclusion/Implications: The results of this research suggest that teachers' teaching efficacy and sensitivity level are crucial in improving their organizational commitment.

• 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.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.213-214
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• 2019

본 논문에서는 초등 현직 교사 146명을 대상으로 실시한 소프트웨어 교육 교수효능감 검사지(Software Education Teaching Efficacy Belief Instrument, SE-TEBI) 조사 결과에 따라 교사의 성별, 지역, 경력, 연수 경험 및 시간, SW 교육에 대한 태도와의 상관을 알아보기 위하여 이변량 상관관계 분석을 실시하였다. 그 결과, 소프트웨어 교육 교수효능감(Software Education Teaching Efficacy, SE-TE)에 가장 높은 관련성을 보이는 것은 SW 교육에 대한 태도였으며, 그 다음의 관련성을 보이는 것은 연수 경험 및 시간이었다. 성별은 부적 상관을 보였으며, 지역과 경력은 통계적으로 유의한 상관을 보이지 않았다. 이러한 분석결과는 초등 교사의 SE-TE를 증진시키기 위해서는 SW교육에 대한 긍정적인 태도를 함양할 수 있도록 지속적인 연수 경험을 제공하여야 함을 시사한다.

• Journal of the Korean earth science society
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• v.24 no.4
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• pp.258-272
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• 2003

This study explored the effectiveness of science teaching practice and science teaching efficacy beliefs by development of elementary school teachers' pedagogical content knowledge. Three research questions are formulated: 1) Is there any relationship between the development of teachers' pedagogical content knowledge and the science teaching efficacy beliefs? 2) How does the development of teachers' pedagogical content knowledge affect the science teaching practice? 3) How do the science teaching efficacy beliefs affect the science teaching practice? 120 subjects were chosen in 53 public elementary schools. Quantitative and qualitative data were collected and analyzed to triangulate the results. Results indicate that the development of teachers' pedagogical content knowledge and science teaching efficacy beliefs are more developed in accordance with teachers' teaching career and academic career are increased. There are significant relationships between teachers' science pedagogical content knowledge and science teaching efficacy beliefs. The more the teachers' pedagogical content knowledge, the more confident in science teaching practice. The more the science teaching efficacy beliefs, the more confident in science teaching practice. Also these teachers tried to present teaching objectives and learning problems in the beginning stages of science lessons, and they tried to review each learning stage.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.1-19
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• 2015

The study explored teacher's perception towards collective teacher efficacy and barriers in the integrative education by teaching levels and gifted education experiences. A total of 241 teachers answered the collective teacher efficacy scale and survey of teachers' perceptions towards barriers in the integrative education, which responses were analyzed by teaching levels (elementary/secondary level) and gifted education experiences (yes/no) in using the ANOVAs and Pearson correlation. Results indicated that there was no differences in collective teaching efficacy by teachers levels and gifted education experiences. On the other hands, there were significant differences in teacher's perceptions towards barriers in the integrative education by teaching levels and gifted education experiences. For these results, this study analyzed the possibile reasons, which based on the specific characteristics of educational fields and suggested the supportive ways in promoting for the successful application and settlement of the integrative education.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.481-499
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• 2015

The purpose of this study was to investigate the influence of career, burnout, and play-teaching efficacy on the job satisfaction of childcare teachers. Participants of this study were 201 childcare teachers in work-site daycare centers from the Seoul and Kyonggi areas. Collected data were analyzed by one-way ANOVA, Pearson's product moment correlation, and multiple regression with SPSS ver. 13.0. Major results of this study were as follows. First, there were significant differences in total play-teaching efficacy and total job satisfaction according to childcare teacher's career. Second, there were significant positive correlations between childcare teachers' career and their play-teaching efficacy, and between childcare teachers' play-teaching efficacy and their job satisfaction. Also, there were significant negative correlations between childcare teachers' career and their burnout, between childcare teachers' burnout and their play-teaching efficacy, and between childcare teachers' burnout and their job satisfaction. Finally, the most powerful predictor on job satisfaction was burnout. Further, childcare teachers' burnout, play-teaching efficacy, and career explained their job satisfaction. This study primarily suggests that efforts heightening childcare teachers' play-teaching efficacy as well as reducing their burnout according to their career is important in enhancing their job satisfaction.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.223-228
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• 2023

This study examines the relationship between teacher-perceived teaching efficacy and happiness and teacher-infant interaction, and analyzes the effect of teaching efficacy and happiness on teacher-infant interaction. The purpose was to reveal that it was an important variable in the quality of action. Frequency analysis and descriptive statistics analysis were conducted for the Korean Children's Panel 7th year (2014) data, and Pearson's moment-moment correlation coefficient was calculated for correlation analysis between variables. Multiple regression analysis was conducted to examine the influence of teachers' teaching efficacy and happiness on teacher-infant and infant-infant interactions. The research results were as follows. First, teachers' teaching efficacy, teacher happiness, teacher-infant, and infant-infant interactions were all found to have significant positive correlations. Second, teachers' teaching efficacy was found to have a significant effect on teacher-infant and infant-infant interactions, and the influence increased when teacher's happiness was added. Therefore, we need to come up with a plan to increase teachers' teaching efficacy and teacher happiness at the same time so that the quality of teacher-infant and infant-infant interactions can be meaningfully improved.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.35-53
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• 2016

The purpose of this study is for investing and analysing preservice elementary mathematics teachers' efficacy on teaching mathematics. It was measured by Kang & Kim(2014)'s instrument; MTEI (Mathematics Teaching Efficacy Instrument). The survey was conducted on a sample of 164 participants who are the 2 or 4 grade in 3 universities of education. The findings of this study are that mathematics teaching efficacy of preservice elementary mathematics teachers in South Korea is 61 percent based on 100 percent. There was no significant difference between women teachers and men teachers, department of natural science and art & humanity when highschool, 2 grade and 4 grade. But, there was the significant difference between big city and province. The social-cultural factor point was much lower than any other factors' point.