• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5207-5211
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• 2015

This study was intended to investigate the effect of aptitude of child care teacher of child care trainees on the stress of child care practice and management of stress as quality and aptitude of child care teachers are being discussed and necessity of revaluation on teaching practice of child care trainees are being brought up recently. First, as a result of collecting data from 268 child care trainees, stress of child care and teaching practice and stress management showed difference between grades. Secondly, among lower factors of aptitude of child care teachers, it was identified that stress is higher in a relationship between child care center director and guidance teachers when sociability with infants is lower. Thirdly, it was identified that teachers can cope with stress of child care and teaching practice when they have higher creativity, self-development, activeness, and positiveness among lower factors of aptitude of child care teachers.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.221-246
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• 2012

This study was conducted in order to develop an aptitude test for child care teachers (ATCCT) and to analyze it in terms of both validity and reliability. The main participants in this study consisted of 710 pre-service child care teachers. The results of factor analysis identified 7 factors and 56 items which were selected from 121 items in the original scale. The seven factors were as follows; interpersonal relationship management abilities, receptiveness and responsiveness to children, creativity and personal development, the ability to form close relationships with children, the ability to supervise child safety, the sense of duty, and positive emotions. The four factors were related to social relationship. Criterion-related validity was established by using correlations between the ATCCT and the TSES (Teacher Self-efficacy Scale). The internal consistency was found to be relatively high (Cronbach's ${\alpha}$ = .94) and test-retest reliability was also established (r = .53). In addition, there were differences among pre-service child care teacher groups according to both relative levels of education and courses taught.

• Korean Journal of Childcare and Education
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• v.12 no.2
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• pp.57-72
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• 2016

The purpose of this study was to examine the influence of teachers' vocational aptitude and sense of responsibility on their teaching efficacy in early childhood education and care. 259 teachers in ECEC were recruited from 19 daycare centers and the data were analyzed through frequency, percentage, Pearson's correlations, and stepwise regression using SPSS 18.0. The findings are as follows. First, teachers' teaching efficacy was significantly different according to their age, the number of years of teaching experiences, and education levels. Second, all degrees of teachers' vocational aptitude, sense of responsibility, and their teaching efficacy were higher than the median points. Second, teachers' efficacy relating with running class was affected most by the ability of safe management in vocational aptitude, and teaching methods in sense of responsibility. For teachers' efficacy relating to teaching, acceptability/sensitivity in vocational aptitude and motivation had the most impact. The implication was discussed in order to figure out the ways to increase teachers' efficacy.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.485-494
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• 2013

In child care teacher aptitude, it is identified that there is difference between male and female in sociability for the infants, but it shows that there is no difference in other field and implies that compared with gender of child care teacher, desire and qualification are more important for child care teaching. In addition,, in child care teacher aptitude, it is identified that as variable, commitment for duty expressively explicates child care teacher's professional perception, and the following things are shown as the variables to meaningfully explain the child care efficacy : creativity, self-improvement, sociability for infants, receptiveness, sensitiveness and safety management capacity significantly. Finally, it is turned out that creativity and self-improvement as main variable, expressively explains multicultural teaching efficacy. It is suggested the necessity to instruct pre-service child care teachers to possess creativity and be able to develop themselves, and improve multicultural teacher competencies.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.167-181
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• 2018

Many factors that may affect teaching aptitude of pre-service early childhood teachers have been discovered. However, little is known about the relationship between self-esteem and teaching aptitude in them. This study aimed to investigated self-esteem in relation to teaching aptitude in pre-service early childhood teachers. Pre-service early childhood teachers' self-esteem scale and teaching aptitude scale assessed the self-esteem and teaching aptitude of 344 pre-service early childhood teachers in C-city in Gangwon-do and N-city in Kyunggi-do, Korea. Results showed that all four dimensions of the self-esteem were significantly related to teaching aptitude, indicating that pre-service early childhood teachers with higher self-esteem were likely to have greater teaching aptitude. Regression analysis indicated that self-esteem in the areas of leadership and popularity, self-assertiveness, and social-relations significantly predicted teaching aptitude of pre-service early childhood teachers.

• Journal of Families and Better Life
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• v.33 no.5
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• pp.87-102
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• 2015

The purpose of this study was to examine the relationship between job stress, turnover intention, and the moderating roles of motivation for child care work. The subjects were 238 child-care teachers who were worked at child-care centers in Seoul. Questionnaires were used to rate job stress, turnover intention, and the motivation for child care work of teachers. The collected data were mainly analyzed by descriptive statistics, t-test, one-way ANOVA, Duncan test, Pearson's correlation and the multiple regression analysis. The main results of this study were as follows. First, there were differences in turnover intention according to individual characteristics such as career at the current child-care center and total career. Second, job stress was positively correlated with turnover intention, and negatively correlated with active motivation and material motivation. And turnover intention was negatively correlated with active motivation and material motivation. Third, a moderator effect of the active motivation was found in the relationship between the job stress and the turnover intention. Especially the active motivation is suggested to reduce the negative results of job stress and turnover intention. Therefore, the results indicate the importance of the active motivation which is considered as an aptitude, interest, affection for children and self realization when child-care teachers make a decision to enter the child-care work profession.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.145-161
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• 2017

The purpose of this study was to analyze the relationship among NCS basic vocational competencies, Teaching Personality Aptitude and DISC behavior type of pre-preschool teachers. The subjects were 110 pre-preschool teachers attended in D university located in Kyonggido. 'NCS basic vocational competencies scale', 'Teaching Personality and Aptitude scale', and 'DISC behavior type scale' were used in the collection of data. It used Pearson's correlation Analysis to analyze the data. The results of this study are as follows; first, there was positive correlations between dominance trait and mathematical competency. And, there was positive correlations between interaction trait and self-development competency. And there were negative correlations between support traits and NCS basic vocational competencies. Second, it was revealed that positive correlations between almost sub scale's of NCS basic vocational competencies and teacher teaching personality aptitude. Third, there was positive correlations between dominance trait and sub scale of teaching personality aptitude(e.g.: problem solving/ inquiry skills, judgment, creativity/practical ability, leadership, knowledge/information ability, planning ability, sincerity/responsibility). And there were negative correlations between support traits and sub scale of teaching personality aptitude(e.g.: problem solving/ inquiry skills, judgment, creativity/practical ability, leadership, sincerity/responsibility).

• Human Ecology Research
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• v.55 no.3
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• pp.221-232
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• 2017

This study analyzes the motivation for selecting child-care profession, job environment, director's transformational leadership associated with child-care center teacher's (lead teacher and head teacher) role performance. The subjects of this study were 336 teachers (lead teacher and head teacher) who worked in a child-care center located in Seoul and Gyeonggi-do. Data were collected through self-report questionnaires. Collected data were analyzed using the IBM SPSS Statistics ver. 23.0 program using t-test, F-test, analysis of variance, post-hoc analysis (Duncan), Pearson's correlation analysis, and multiple regression analysis. The results of the study are as follows. First, the study inquired on if the child-care center teacher's general characteristics (year) influence the child-care center teacher's role performance. Consequently, significant differences were not found in overall role performance according to teacher's career but not in the child-care center teacher's age, academic ability, and licensing. Second, the motivation for selecting profession (teaching aptitude, teacher's desire for social respect, and possibility of self-realization), job environment, and director's transformational leadership had a significant positive correlation with overall role performance. The motivation for selecting profession (without motives) had a significant negative correlation with overall role performance. Third, the strongest predictors of 'overall role performance' were teaching aptitude, variable of motivation for selecting child-care profession, and director's transformational leadership variable.

• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.43-58
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• 2014

The purpose of this study was to investigate the effect on child care teachers' self-efficacy in teaching science. Subjects were 297 childhood teachers who were working at a day care center. The data were collected by using three questionnaires(Science Teaching Efficacy Belief Instruments, Inventory of Science Attitude, and Attitude Test for Child Care Teachers). The data were analyzed by Pearson's correlation and step-wise Regression. The results of this study are as follows; First, there were positive correlations between aptitude for child care teacher and self-efficacy in teaching science. Second, there were positive correlations between science attitude and self-efficacy in teaching science of child care teachers. Third, the significant predictors of self-efficacy in teaching science were interest in science, social value of science, interpersonal relationship management abilities, and positive emotions. The results of this study can be used to develop effective teacher training programs for early childhood science education.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.27-45
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• 2020

Objective: The purpose of this study is to develop a music making program that utilizes the characteristics of the picture books medium through the ADDIE model so that teachers can easily apply it to children, and to determine whether it affects children's musical aptitude and music creativity. Methods: The Participants of the study were 42 five-year-old children attending a daycare in Seoul, of which 20 were in the experimental group and 22 in the comparative group. The experimental group participated in a music production program using picture books, and during the same period, the comparison group participated in music activities suggested by the Nuri Course. Using the SPSS 22.0 program, average, standard deviation, independent sampling t-test, and ANCOVA(Analysis of Covariance) were calculated. Results: The music making program using picture books improved children's rhythm and tone which are the sub-items of music aptitude. The music making program enhanced children's music flexibility, music creativity, music logic which are the sub-items of music creativity. Conclusion/Implications: The music making program presented systemic teaching-learning method with which teachers explained the modeling and practiced from simple activities to various activities repeatedly in order to make teachers approach music making more easily. It is recommendable to make the music making program by using I-pad and computers.