• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.65-82
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• 2017

The purpose of this study was to provide a better understanding of the relationship between teaching entry motivation and teaching competence by examining the role of self-encouragement as a mediator. Data were collected from 202 students at university(Dept. of Early Childhood Education) in Daejeon. The results were as follows. First, there was the significant differences in teaching competence level by self-encouragement and teaching entry motivation styles. Second, It was also found that students with intrinsic motivation conceived higher teaching competence than others. The more students self-encouraged, the higher teaching competence they conceived. Third, it was found that the self-encouragement partially mediated the relationship between intrinsic teaching entry motivation and teaching competence. Also, it was analyzed that the self-encouragement fully mediated the relationship between extrinsic teaching entry motivation and teaching competence. Finally, it is necessary to understand of the teaching entry motivation styles and of the importance of the self-encouragement.

• 대학교육
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• s.177
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• pp.114-117
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• 2012

• The Journal of the Korea Contents Association
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• v.12 no.9
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• pp.512-521
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• 2012

Recently, the criterion of teachers' qualification has been changed in Korea. 'Teaching Practice' was included new subject in the teaching training system since 2009. The purpose of this paper is to analyze the textbook contents and to propose the direction of textbook writing for 'teaching practice'. So the study contents of this paper are as follows ; First, it is to identify the changes of the teacher training system and the principles of collection on textbook materials. Second, it is to review the trends of the authors' character and the textbook contents on 'Teaching practice'. Finally, it is to proposal the direction of textbook writing for 'teaching practice'. For this study, the researchers collected 15 textbook published in Korea from 2009 to 2011. According to the results, the researchers to present the authors' number, authors' position, the system of chapter topics on the textbook. Based on these finding, the proposition of the textbook writing were present as follows: First, to change the criterion of national documents. Second, to collect the needs on the school fields widely. Third, to grasp the unique identity of subject that is isolated from the previous subjects, Fourth, it is to promote the joint writing form which is include professors and experts in the school field.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.957-969
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• 2023

The aim of this study was to examine the effect of motivation of choosing the teaching profession, teaching personality, grit on flourishing of pre-service early childhood teachers. The study was conducted with 112 pre-service early childhood teachers of a university in City H, Gyeonggi Province. Using multiple regression analysis, the study found that the motivation of choosing the teaching profession, teaching personality, and grit of pre-service early childhood teachers all had significant effects on flourishing. Among these variables, teaching personality had a relatively stronger impact compared to the other two variables. Furthermore, examining the impact of sub-factors of the motivation of choosing the teaching profession, teaching personality, and grit on flourishing revealed that active and passive motives for teaching, general personality, and consistent effort influenced the flourishing of pre-service early childhood teachers. This study provides foundational data for the development of programs aimed at enhancing the flourishing of pre-service early childhood teachers and suggests further research on the design and verification of a program to promote flourishing through the improvement of motivation of choosing the teaching profession, teaching personality, grit of pre-service early childhood teachers.

• The Journal of the Korea Contents Association
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• v.17 no.3
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• pp.115-128
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• 2017

The purpose of this study is to examine the influence of the distributed leadership upon kindergarten teachers' commitment of teachers. As a result of the analysis, first, the teachers' recognition on the distributed leadership at a kindergarten was confirmed to have a significant difference depending on the teaching career and the academic background. And the commitment of teachers perceived by the kindergarten teachers was identified to have a statistically significant difference according to the teaching career, academic background, and scale. Second, the kindergarten situation and the teacher leadership among sub-factors of the distributed leadership were indicated to have a positive effect on the commitment of teachers. Especially, the teacher leadership was confirmed to have a positive impact on the whole of professional consciousness, educational love, and passion, which are sub-factors in the commitment of teachers. What the distributed leadership has a positive influence upon the commitment of teachers at a kindergarten can be known to be ultimately the time when a teacher oneself fully recognizes responsibility, influence, and authority with thinking that a teacher oneself is a leader, rather than a director's leadership. Accordingly, a director's many responsibilities and authorities need to be properly entrusted so that the kindergarten teachers can display much more leadership.

• Korean Business Review
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• v.20 no.1
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• pp.1-18
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• 2007

Teachers are faced with multiple social needs that they should not only fulfill their traditional duties but also cope with various educational situation because of the rapidly shifting education environment. Like this the latest tendency around teachers' job offers more important issue related teachers' socialization tactics. In spite of these strong argument for the gravity of the teachers' socialization tactics, there are few articles about teachers' socialization tactics and its effect. This paper aims to design the theoretical model for the next empirical research plan that will investigate outcomes(job satisfaction, organizational commitment) of teachers' socialization tactics through literature and former study.

• Korean Journal of Childcare and Education
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• v.8 no.4
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• pp.53-76
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• 2012

The purpose of this study was to find out the effect of background variables, development stage, and perception of accountability on kindergarten teachers' adaptation to the teaching profession. The researchers surveyed 224 teachers in public and private kindergarten. The results of the study are as follows: First, in terms of age, the older they were, the better teachers adjusted to the teaching profession. As for their teaching career, the more teaching experience they had, the better teachers adapted to the teaching profession, but there were no significant differences between 6-10 years and more than 11 years. As to the level of education, four-year college graduates or graduate school graduates adjusted better than two-year college graduates. Second, teachers in the Capability Development Stage and Growth-Enthusiasm Stage showed a higher degree of adaptation than those in the Entrance-Acceptance Stage. Finally, the higher perception of accountability they have, the better teachers could adapt to the teaching profession. Among the categories of accountability, the professional accountability affected most highly the teachers' adaptation to the teaching profession.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.123-133
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• 2018

The purpose of this study is to investigate pre-service science teachers' motivation factor and satisfaction of teaching choice in Korea. For this purpose, we surveyed 815 pre-service science teachers in 11 universities in Korea. The questionnaire used in this study was the FIT-Choice scale (Factors Influencing Teaching-Choice) developed by Richardson and Watt (2006). The most significant factor in choosing teaching science as a profession was 'intrinsic value,' followed by 'social utility value,' but lower than the average of other countries in the previous research results. The confidence in teaching professions was low because the percentage of respondents about 'ability' was low and 'task demand' was high. Satisfaction with teaching choice was 5.36, and it is lower than the average of responses in Australia and USA. As for the differences according to gender, male pre-service teachers responded that they chose teaching because they have the proper ability to teach, while female pre-service teachers perceived that the influence of others was greater. Also, female pre-service teachers felt the burden of job such as hard work and emotional demands more than men. Finally, the motivation which showed the highest correlation with the satisfaction of choosing to teach was the intrinsic value. Therefore, finding ways to increase the intrinsic/social utility motivation for pre-service science teachers and differentiated approach considering gender differences are needed.

• Journal of Convergence for Information Technology
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• v.11 no.12
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• pp.127-137
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• 2021

The purpose of this study was to suggest the justification for social recognition of childcare staff through a review of Axel Honneth's recognition theory of childcare staff's caring work, the Constitution, the Infant Care Act, and the National Human Rights Commission Act. As a result of the study, first, the poor working environment of childcare staff was confirmed. Despite the continuous intervention of childcare policies to improve the working environment of childcare teachers, poor working conditions such as annual/monthly vacation and rest time guarantee were confirmed. Second, the human rights violations of childcare staff were confirmed. The installation of CCTV installed to prevent child abuse in childcare institutions confirmed not only the human rights violations of childcare staff but also the psychological pressure of childcare staff who are monitored 24 hours a day. Third, this study has significance in that it suggests the justification for social recognition of childcare staff through revision and supplementation of the current law for appropriate performance evaluation of childcare.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.149-156
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• 2019

This study investigated the effects of academic self-efficacy and resilience on perception of professionalism. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform MANOVA and Multiple Regression Analysis. (1)The self-regulatory efficacy was significantly different according to grade and experience of child care practice. (2)The control and sociality, positivity were significantly different according to grade and experience of child care practice. (3)The perception of professionalism was significantly different according to grade and experience of child care practice. (4)The self-regulatory efficacy and the difficulty preference affected perception of professionalism. (5)The positivity and control affected perception of professionalism. This study indicated that it is necessary to make efforts for increasing perception of professionalism in pre-service early childhood teachers.