• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.5-26
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• 2014

This study examined the effects of web-based learning experiences, learning style, and Internet self-efficacy that influence beginning child care teachers belief about web-based learning. The participants were 215 beginning child care teachers who work in child care centers. Data were analyzed by means of frequency analysis, correlation, and multiple regression for SPSS windows. The results were as follows: First, significant statistical differences were detected in web-based learning experiences and beliefs about web-based learning. Online teacher learning community use and frequency were significant gaps in beliefs about web-based learning. Second, there were statistical differences in learning styles and beliefs about web-based learning. And teachers with assimilator learning style showed high difficulty beliefs about web-based learning. Third, teachers' belief about web-based learning was significantly related to Internet self-efficacy. It means that teachers that have high Internet self-efficacy show high belief about web-based learning. Forth, among the teachers' personal variables, a higher level of online teacher learning community use and Internet self-efficacy predicted higher beliefs about web-based learning. Thus, this study suggested the importance of web-based learning experiences and Internet self-efficacy to beliefs about web-based learning. And it implicated ways to improve positive beliefs about web-based learning of beginning child care teachers.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.99-100
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• 2005

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.171-185
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• 2016

The purpose of this study is to investigate the pervasive MBTI psychological preferences of childcare teachers and to examine the effects of MBTI psychological preferences and teachers' educational beliefs on childcare teachers'self-efficacy. The participants of this study were 141 childcare teachers. An independent samples t-test, Pearson's productive correlation, and step-wise multiple regression were employed to analyze the data. The results are as follows: First, Depending on the MBTI psychological preferences trends in childcare teachers, there were differences in self-efficacy. Second, personality type Sensing(S) was positively correlated with preference for easy tasks. Personality type Thinking(T) was negatively correlated with behavioral education belief, and was positively correlated with interactional education belief, self-regulated efficacy and total score of self-efficacy. Personality type Judging(J) was positively correlated with interactional/maturational education belief and self-regulated efficacy. Third, interactional education belief and MBTI psychological preferences of childcare teachers had asignificant influence on self-efficacy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.9
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• pp.5610-5620
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• 2014

This study was conducted to determine the levels of job stress, as well as its association with psychosocial factors (type A behavior pattern, locus of control, and self-esteem). Self-administered questionnaires were given to 634 clerical public officers in the C Provincial Office between February 18 and Mar. 10, 2013. As a result, the job stress levels of the subjects was significantly different according to age, sex, educational level, marital status, job position, job career, satisfaction in job life, smoking, alcohol drinking, sleeping time, type A behavior pattern, locus of control, and self-esteem. Regarding the correlation of job stress and psychosocial factors, the level of job demand was negatively correlated with the internal locus of control. The decision latitude was negatively correlated with the type A behavior pattern, internal locus of control and self-esteem. Supervisor support was negatively correlated with the external locus of control. In hierarchial multiple regression analysis, the affecting factors to the job stress selected variables, such as age, subjective health status, job position, overtime work, experience of sick absence, satisfaction in work, sleeping time, leisure time, visiting out-patient department, type A behavior pattern, locus of control, and self-esteem, and the explanatory powers of these factors was 32.1%. In particular, the factors related to the psychosocial factors (type A behavior pattern, locus of control, self-esteem) were strongly related to the job stress, increasing the explanation of factors up to 15.0%.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.70-83
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• 2007

Reflection in teacher education is one reform effort that has taken hold in many teacher preparation programs. However, how to define it and how to foster it in a teacher's education are problematic issues. In this study, on the basis of literature review, science teachers' reflective thinking is defined as a process of thinking that deliberates on alternatives to solve conflict between one's previous knowledge/belief/practice and internal/external factors in science teaching context. Based on this definition, three types of science teachers' reflective thinking (i.e. technical reflection, professional reflection and critical reflection) were proposed. In addition, a framework of classifying the reflective thinking's types was also developed. To investigate science teachers' reflective thinking, two pre-service science teachers who majored in physics education participated in this study. The participants presented the monthly report on reflective practice, pre/post questionnaire, and education practicum journals. Individual interviews with them were conducted before and after their teaching activities. From the analysis of the data, it was possible to categorize the reflective thinking of the participants into three types. The major type of their reflective thinking was the technical reflection. However, it was difficult to find examples of the critical reflection.

• School Mathematics
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• v.10 no.4
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• pp.649-669
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• 2008

The study focuses on what to consider and do for the improvement of math education of Korea by comparing two general high school students' and two specialized high school students' beliefs about mathematics and mathematics learning. The major topics compared in the beliefs are composed of perception of mathematics as a science, learning methods of mathematics. The results of the study show that two general high school students tend to set more low value on mathematics, especially in the value of implement, civilization, utility of mathematics than that of two specialized high school students.

• Communications of Mathematical Education
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• v.34 no.1
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• pp.17-39
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• 2020

The purpose of this study is to analyze the mathematical beliefs of students and teachers by Latent Class Analysis(LCA). This study surveyed 60 teachers about beliefs of 'nature of mathematics', 'mathematic teaching', 'mathematical ability' and also asked 1850 students about beliefs of 'school mathematics', 'mathematic problem solving', 'mathematic learning' and 'mathematical self-concept'. Also, this study classified each student and teacher into a class that are in a similar response, analyzed the belief systems and built a profile of the classes. As a result, teachers were classified into three types of belief classes about 'nature of mathematics' and two types of belief classes about 'teaching mathematics' and 'mathematical ability' respectively. Also, students were classfied into three types of belief classes about 'self concept' and two types of classes about 'School Mathematics', 'Mathematics Problem Solving' and 'Mathematics Learning' respectively. This study classified the mathematics belief systems in which students were categorized into 9 categories and teachers into 7 categories by LCA. The belief categories analyzed through these inductive observations were found to have statistical validity. The latent class analysis(LCA) used in this study is a new way of inductively categorizing the mathematical beliefs of teachers and students. The belief analysis method(LCA) used in this study may be the basis for statistically analyzing the relationship between teachers' and students' beliefs.

• Korean Journal of Social Welfare Studies
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• no.36
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• pp.227-252
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• 2008

This study investigated the relation between social worker's beliefs on the nature of scientific knowledge which has been classified objectivism and constructivism and social work practice. As an epistemological position, constructivism is based on a view of knowledge that differs from that of objectivism, which holds that knowledge exists "out there" as objective truth. The focus of this paper is a examination on epistemological beliefs of social worker and social work practice. This paper proves that social work's epistemological beliefs have an effect on the practice modes. This research indicates that social works have a higher constructivist veiws than objectivist veiws on the nature of scientific knowledge. And social worker who have a high level of objectivism show a positive determinative mode. It has suggested that the constructive theory offers useful epistemology to the social worker who should deal with the clients in uncertain situations. In conclusion, a social worker with a high level of constructivism use an approach that creats a more equitable relationship between social worker and client. This perspective will allows cliens to participate in the formulation of theories in practice.

• 한국디지털정책학회:학술대회논문집
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• 2005.11a
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• pp.567-579
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• 2005

정보기술의 급속한 발전은 기업환경에 많은 변화를 불러 왔으며 일반 기업들이 기업 경쟁력을 강화하기 위한 중요한 수단으로서 정보기술을 도입하는 추세이다. 대다수 기업의 최고경영자는 기업의 경쟁력 우위를 지키기 위해 도입하는 정보기술을 선택이 아닌 필수로 인식하고 있으며 기업의 경영전략과 연계시켜 다양한 정보기술을 기업에 도입해서 활용하고 있다. 본 연구에서는 기업의 최고경영자 특성이 정보기술에 대한 투자 선택 시 어떠한 영향을 미치는 지에 대해 알아보고자 하였다. 연구방법으로는 기존 연구 자료와 관련 문헌들을 고찰해보고 인터넷 검색 등을 통해서 학술지와 기존 논문들을 참고했으며 기업에 도입된 정보기술들과 최고경영자의 영향을 분석하기 위해 설문지 조사들 실시하고 조사결과를 분석해 보았다. 정보기술 투자 결정요인을 알아보기 위해 최고경영자의 성격과 정보기술 투자 유형과의 관계, 리더십과 투자유형과의 관계, IT에 대한 신념도와 정보기술투자유형과의 관계를 분석하였다. 연구의 결과 최고경영자의 성격, 리더십유형, IT에 대한신념도 중에서, 최고경영자 리더십유형이 기업의 정보기술 투자유형에 많은 영향을 주는 것으로 나타났다. 이 연구는 기업내의 정보기술 투자유형에 대한 결정요인을 분석하고 그 결정요인을 찾아내어 정보기술 도입 전략에 도움이 되는 자료를 제공하는데 그 의의가 있다고 할 수 있다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.3
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• pp.165-174
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• 2017

The purpose of this study was to investigate the effect of three sub-factors of family resilience on family strength as perceived by university students. The subjects were 409 university students in G area. This study investigated the perception level of family resilience and family strength, the difference in the family strength between the resilient group and non-resilient group and the effect of family resilience on family strength. The study results were as follows: First, the students' perceptions of family resilience and family strength were moderately high. Second, the students with positive perceptions of all three family resilience sub-factors (resilient group) also had a higher perceived family strength than the non-resilient group. Third, gender was found to have an influence on family strength, with the male students having a higher perceived family strength. All three sub-factors of family resilience were statistically significant and the belief system and organizational pattern had a strong influence on the family strength. In particular, the belief system was the most powerful factor affecting the family strength. The role clarity, family cohesion and family resource of the family organizational pattern were significant factors. Moreover, collaborative problem solving and open emotional communication also had a significant influence on family strength.