• Title/Summary/Keyword: Child Care Teachers

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Teachers' Professionalism, Teaching Efficacy, and Their Perceptions about the Integration of Kindergarten and Child Care Centers in the Current Early Childhood Professional Training System : A Comparison Across Subjects by College Major Degree and Work Place (이원화된 유아교사(유치원.보육교사) 양성교육과정에 따른 교사의 전문성, 교사효능감 및 일원화에 대한 인식 : 교사의 대학전공과 근무기관에 따른 비교)

  • Kim, Sun-Young;Seo, So-Jung
    • Korean Journal of Child Studies
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    • v.31 no.3
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    • pp.215-233
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    • 2010
  • The purpose of this study was to investigate the differences between the kindergarten teachers and teachers working at child care centers in terms of their professionalism, teaching efficacy and their perceptions regarding the integration of kindergarten and child care centers. Furthermore, this study examined whether those differences which were revealed were found between the subjects by their college major degree and place of employment. The 598 teachers who served as subjects for this study completed self-administered questionnaires. The data were analyzed by descriptive statistics, chi-square tests and t-tests. The main results were as follows. The significant differences were found between the subgroups by college major degree in teaching efficacy and perceptions regarding the integration system. In addition, the subjects from child care centers had higher levels of teaching efficacy than their counterparts in other work environments, even though they had majored in the same subjects of early childhood education.

Attitude, Knowledge, and Practice of Safety and Related Factors of Teachers in Child Care Centers (보육교사의 안전에 대한 태도, 지식, 실천 및 관련요인)

  • Bang Kyung-Sook
    • Child Health Nursing Research
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    • v.11 no.1
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    • pp.43-53
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    • 2005
  • Purpose: To investigate the attitude, knowledge, and practice of safety and related factors of teachers in child care centers. Methods: The total sample consisted of 116 teachers from child care centers in Kyunggi Province. A questionnaire and checklist were used to collect data, which was analyzed with SPSS 11.5 Win program. Results: Most of the teachers were anxious about child accidents, and thought of safety as a primary concern. The mean score for knowledge on safety was 10.23, and the rate of correct answers ranged from 34.8% to 98.3%. The mean score on practice of safety was 42.01. Teachers with higher education showed significantly higher scores in safety efficacy. Teacher's knowledge on safety was significantly different depending on the experience of safety education, but this did not apply to safety practice. Safety practice was significantly related to confidence in safety performance, health beliefs on safety, stress, and social support, but not related to knowledge of safety. Conclusion: Psychosocial factors were found to be important in safety practice. Related factors found in this study should be considered when providing safety programs for child care centers.

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Job Satisfaction among Korean Child Care Teachers : The Effects of Background Characteristics, Self-efficacy and Job Stress (보육교사의 일반적 배경이 보육교사의 직업만족도에 미치는 영향 : 자기효능감과 직무스트레스의 매개효과를 중심으로)

  • Kim, Youn A;Park, Youn Jung;Kim, Kyoung Eun
    • Korean Journal of Child Studies
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    • v.35 no.4
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    • pp.1-15
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    • 2014
  • This study examined how child care teachers' background characteristics, self-efficacy and job stress relate to their job satisfaction. Participants were 400 child care teachers in Seoul and Gyeonggi, Korea. Structural equation models were developed based on the authors' hypothesized model, which proposed that teachers' self-efficacy and job stress have a mediating effect in the relationship between teachers' background characteristics and job satisfaction. The results revealed that career directly influenced on self-efficacy and job stress but had no direct effect on job satisfaction. Education level was found to have a direct effect on job stress but had no direct effect on self-efficacy and job satisfaction. Teachers' self-efficacy affected job stress and job satisfaction and job stress affected job satisfaction. Furthermore, self-efficacy mediated the effects of career on job stress and job satisfaction. Additionally, job stress mediated the effects of education level and self-efficacy on job satisfaction. These results suggested that teachers' self-efficacy and job stress were key predictors and mediating variables in the relationship between background characteristics and job satisfaction.

The Effects of Child Care Teachers' Playfulness on Teacher-Young Children Interaction: Mediating Effects of Teacher Efficacy (보육교사의 놀이성이 교사-영유아 상호작용에 미치는 영향: 교사효능감의 매개효과)

  • Kim, Jong-Hoon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.22 no.2
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    • pp.427-433
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    • 2021
  • This study examined the influence of child care teachers' playfulness on teacher-child interactions. The mediating influence of the teacher's efficacy on these relationships was also examined. The study subjects were 293 child care teachers in Busan and Gyeongnam. The collected data were analyzed with a structural equation model to verify the structures and paths among the variables overall. The results were as follows. First, teachers' playfulness directly affected the teacher-child interactions. Second, the teacher's efficacy had a direct effect on the teacher-child interactions. Third, teachers' playfulness not only influenced the teacher-child interactions directly but also influenced teacher-child interactions through the teacher's efficacy. The study concludes with a discussion of the implications of the influence of child care teachers' playfulness on teacher-child interactions mediated by the teacher's efficacy.

Child Care Center Director's Transformational Leadership (보육시설장의 변혁적 지도성에 관한 연구)

  • Chung, Da-Wn;Moon, Hyuk-Jun
    • Journal of the Korean Home Economics Association
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    • v.44 no.5 s.219
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    • pp.9-19
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    • 2006
  • The purpose of this research was to investigate factors related to the child care center director's transformational leadership and differences of the awareness about transformational leadership between child care center directors and teachers. A survey was conducted using the questionnaire developed by Lee suk-kyung (1997). Results of this research showed that type of child care center, number of children in the program, director's age, educational degree and years of career related to child care, affected the child care director's transformational leadership as recognized by themselves. From a teacher's point of view, director's transformational leadership was influenced by director's age, educational degree, and years of career related to child care. In addition, different level of awareness about director's transformational leadership between child care directors and teachers was found. Based on the result, a program to enhance director's leadership is strongly needed.

The Development of an Aptitude Test for Child Care Teachers (보육교사 적성검사 도구 개발)

  • Kim, Hye Kyung;Cho, Bok Hee
    • 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.

Child Abuse Experience, perception of the Cause of the Child Abuse and Need for counseling among Day Care Center Teachers (어린이집 아동학대에 대한 보육교사의 경험, 인식 및 상담 요구도 실태조사)

  • Kyung-Sook Lee;Jin-Ah Park;Myung-Hee Choi
    • Korean Journal of Culture and Social Issue
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    • v.21 no.2
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    • pp.227-252
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    • 2015
  • This study was intended to examine child abuse experience, response to child abuse, perception of the cause of child abuse, and need for counseling to prevent and eliminate child abuse among 514 day care center teachers across the country. First, 17.9% (92) of the teachers had experience of witnessing child abuse at day care centers. After such witness, the teachers mostly "paid attention to abused children and provided them with warm treatment" when they were abused by other teachers and "took no actions" when they were abused by directors of the day care centers. The biggest reason of not taking any actions was: they "had no authority to intervene in child care of other teachers" in case of child abuse by other teachers and "were afraid of responsibilities or roles that could be placed on them after reporting" in case of child abuse by day care center directors. Second, the biggest reason of child abuse by teachers was job stress followed by excessive work and mental health of teachers. Third, necessary actions when child abuse cases were found and confirmed were suspension of involved teachers and psychological evaluation for involved children and parents. Fourth, 88.9% (457) of the teachers responded that they would use an organization specialized in child abuse if such organization was built and that the organization would help them to decide on whether to report child abuse and prevention of and intervention in child abuse. They also said that such organization should be installed in the Counseling Center in the Comprehensive Child Care Support Center. Fifth, 95.3% (490) of the teachers answered professional counselors specialized in development and counseling of infants and toddlers were needed to address child abuse at day care centers. They demanded that such counselors should be able to administer psychological evaluation for young children and assess child abuse cases. Qualification of the counselors was at least college graduates who majored in psychology and child care, three to five years of experience in the field, and appropriate certificates or licenses. Finally, the teachers said that training and professional counseling about child abuse were required to prevent and eliminate child abuse at day care centers. Implications and follow-up studies were provided and suggested based on these findings.

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An Analysis of the Contents of Pre-Service Early Childhood Teacher's Practicum Experience in Kindergartens and Child Care Centers Shown in Practice Teaching Journals (실습일지에 나타난 예비유아교사의 교육실습 및 보육실습 내용 분석)

  • Lee, Mi Ran
    • Korean Journal of Childcare and Education
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    • v.12 no.6
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    • pp.227-248
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    • 2016
  • The purpose of this study was to investigate the contents of pre-service early childhood teacher's practicum experience in kindergartens and child care centers through the analysis of practice teaching journals. The subjects of this study were a total 52 practice teaching journals of 26 pre-service early childhood teachers who completed their practicum in kindergartens and child care centers. This study analyzed the type of teaching practice management, the type of activities, and the contents of journal writings. The findings are as follows; First, pre-service teachers experienced a similar ratio of the type of teaching practice management in both types of teaching practice. Second, pre-service teachers performed more group activities in practicum in kindergartens, but more choice activities in practicum in child care centers. Third, the journal writing contents of pre-service teachers in both types of teaching practice mainly addressed the operating of educational and child care activities, and the execution of observing young children. But some categories of teacher's competency were hardly addressed. The results of this study could be used as basic data for designing early childhood practicum programs.

Knowledge, Self-confidence and Practice of Teachers Concerning Health and Safety of Children in Child-Daycare Centers (보육시설 아동의 건강과 안전에 대한 보육교사의 지식, 자신감, 실천)

  • Oh, Ka-Sil;Sim, Mi-Kyung;Choi, Eun-Kyung
    • Child Health Nursing Research
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    • v.14 no.2
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    • pp.155-162
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    • 2008
  • Purpose: The purpose of this study was to provide basic data for the development of health and safety programs by examining child-care teacher's knowledge, self-confidence and practice concerning the health and safety of children under their care. Method: The participants were 72 teachers from 15 child care centers in Seoul City and Chung-Nam Province. Data were collected using self-report questionnaires. Data were analyzed using descriptive statistics, ANOVA and Pearson correlation coefficients with SPSS 12.0 Win program. Results: The mean score for self-confidence was lower than knowledge and practice. Self-confidence score about emergency care for falls, fractures and resuscitation were lowest. For safety knowledge, scores about facility and environment were lowest. For health knowledge, scores about disease and symptoms were lowest. For practice, scores about seat belts and safe furniture arrangement were lowest. Significant correlations were found between practice and self-confidence. There were significant differences in the degree of knowledge according to education, and in practice according to age. Conclusions: Health and safety education programs for child care teachers are necessary for the promotion of knowledge, self-confidence and practice in health and safety. The results suggest that health and safety education program should be provided systematically and continuously for child care teachers.

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Mediating and Moderating Effects of Multicultural Efficacy in the Relationship between Cultural Empathy and Cultural Competence in Child Care Teachers (보육교사의 문화적 공감과 문화적 역량에 대한 다문화 효능감의 매개효과와 조절효과)

  • Oh, Won-Oak;Park, Il Tae;Song, Minju
    • Child Health Nursing Research
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    • v.25 no.2
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    • pp.214-222
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    • 2019
  • Purpose: This study examined the mediating and moderating effects of multicultural efficacy in the relationship between cultural empathy and cultural competence in child care teachers. Methods: A cross-sectional descriptive survey design was used. The participants were 277 child care teachers at private and public daycare centers in G and S districts of Seoul. The survey instruments included a cultural empathy questionnaire, a multicultural efficacy scale, and a cultural competence scale. Data were analyzed using the SPSS and AMOS programs. For data analysis, descriptive statistics, correlation, and mediating and moderating effect analyses were performed. Bootstrapping was implemented to verify the mediating effect of the model developed herein. Results: Positive correlations among cultural empathy, multicultural efficacy, and cultural competence were noted. Multicultural efficacy showed a significant mediating effect on the relationships between cultural empathy and cultural competence. However, there was no moderating effect. Conclusion: In order to enhance the cultural competence of child care teachers, it is necessary to develop a strategy that can promote their cultural empathy and multicultural efficacy. Furthermore, these results will ultimately enhance the role of child care teachers, thus contributing to the normal growth and development of multicultural children.