• Journal of Families and Better Life
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• v.34 no.5
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• pp.69-82
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• 2016

The purpose of this study was to explore mediating effects of interpersonal competence, gratitude disposition between childcare teachers positive psychological capital and happiness. The subjects of the study were a total 231 Childcare in Seoul. The statistics program used to achieve the purpose was SPSS/PC+18.0. The statistics methods applied were pearson correlation coefficient, simple linear regression, and multiple linear regression. The major results of this study were summarized as follows: First, Positive psychological capital and interpersonal competence, and gratitude disposition from happiness was found to be positively correlated. Second, interpersonal competence had an affect on childcare teachers happiness. These effects are mediated in part by the control interpersonal competence showed. Third, gratitude disposition affects childcare teachers happiness. These effects are mediated in part by the gratitude disposition showed. These results suggest that dispositional gratitude and cognitive flexibility play an important role in the development of happiness for childcare teachers.

• Human Ecology Research
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• v.51 no.6
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• pp.573-581
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• 2013

This study examined the relationship among supervision behaviors, self-efficacy, and job stress of childcare teachers for infants. This study also investigated whether the childcare teachers' supervision behaviors affected self-efficacy and job stress and whether their self-efficacy acted as a mediating effects on job stress and supervisory behaviors. The participants were 292 childcare teachers for infants in Seoul and Gyeonggi-do. The instruments utilized were the parent supervision attributes scale, Korean occupational stress scale, and teacher self-efficacy scale. The data analyzed by means of Pearson's correlation coefficients and hierarchical regression analysis. A hierarchical multiple regression analysis, Which Baron & Kenny first proposed, was conducted. The significance of the mediation effect was verified by the Sobel test. The results were as follows: First, the childcare teachers' supervision behaviors had a positive correlation with the teachers' self-efficacy, while the teachers' supervision behaviors and self-efficacy had a negative correlation with job stress. Second, job stress appeared to have a negative on supervision behaviors. Self-efficacy appeared to have a positive effect on supervision behaviors. Third, the mediating effect of self-efficacy was verified in the relationship between supervision behaviors and job stress. The more self-efficacy the childcare teachers had, the more supervision behaviors they performed. The greater their self-efficacy, the more the childcare teachers were able to control job stress. Therefore, by enhancing the self-efficacy of childcare teachers, their level of supervision behaviors should increase and their level of job stress should decrease.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.169-182
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• 2010

This study sought to compare beliefs regarding injury, accidents, and prevention behaviors between mothers and teachers in childcare centers. The subjects were 252 mothers whose children were aged between 1 and 4 years old and 264 teachers in childcare centers. The data were analyzed using t-tests, ANOVA, and partial correlation. Our results were as follows; 1) Mothers believed that by experiencing minor injuries young children would learn to recognize risk and develop their abilities to endure pain. Mothers engaged in prevention behaviors in accidents less when compared to teachers in childcare centers. 2) Mothers and teachers in childcare centers whose ages were below 30-years-old and whose education levels were below high school tended to believe young children would learn to recognize risk through accidents, and they engaged in prevention behaviors in accidents less. 3) There was a negative correlation between injury beliefs and prevention behaviors in accidents.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.160-167
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• 2022

In this study, an attempt was made to provide basic data for the development of programs that can improve safety care practices in the future by identifying factors that influence childcare teachers' safety care practices. 134 childcare teachers participated, and the survey results were analyzed using SPSS WIN 21.0 statistical program. As a result of this study, there was a significant positive correlation between safety knowledge and attitude. There was no significant correlation with knowledge and safety care practices. It was found that safety attitude had a significant positive correlation with safety care practice.. The factor influencing safety care practice was attitude toward safety, and the explanatory power of the model was 46.1%. In order to improve the level of safety care practices of childcare teachers, a program that can be practically utilized through customized education tailored to the needs of childcare teachers and each field rather than simply imparting knowledge is absolutely essential.

• Journal of Families and Better Life
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• v.30 no.3
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• pp.59-67
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• 2012

This study investigate the influence of resilience on organizational commitment using social support as a mediating variable for kindergarten and childcare teathers. The subjects were 630 kindergarten and childcare teathers. The collected data were analyzed by Pearson's correlation as well as single and multiple regressions that used SPSS Win 19.0. The results were as follows: (1) The resilience was significantly associated with organizational commitment of kindergarten and childcare teachers. (2) The resilience was significantly associated with social support of kindergarten and childcare teachers. (3) The resilience was not significantly associated with organizational commitment of kindergarten and childcare teachers, controlled by social support. The results showed the social support was more important variable affecting organizational commitment of kindergarten and childcare teachers than the resilience. As a result, teachers have to be strengthened for support of social emotion that helps to control of their emotional condition and social evaluation that estimates their role positive under administration system.

• Korean Journal of Childcare and Education
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• v.19 no.3
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• pp.1-17
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• 2023

Objective: This study aims to provide empirical data on epidemic management measures and childcare teacher education in centers. It examines the relationship between infectious disease knowledge, health control knowledge, and self-efficacy in relation to the practice of preventive behaviors among infant and toddler teachers during the COVID-19 pandemic. Methods: The study involved 300 teachers from Seoul and Gyeonggi Province. Data were collected through questionnaires and analyzed using SPSS 23.0. Results: The study found that there is a positive relationship between childcare teachers' knowledge of infectious diseases and their engagement in preventive behavior. Additionally, internal control among the health care factors of childcare teachers also showed a positive relationship. Furthermore, the study revealed that the self-efficacy of childcare teachers is positively associated with their practice of preventive behavior. Overall, infectious disease knowledge, internal control measures, and self-efficacy were all found to have positive relationships with preventive behavior. Conclusion/Implications: This study proposes a new direction for future teacher education by highlighting the effectiveness of psychological factors, specifically health control materials and self-efficacy, in addition to focusing on improving infectious disease knowledge.

• Korean Journal of Childcare and Education
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• v.19 no.1
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• pp.1-21
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• 2023

Objective: The purpose of this study was to examine the structural relationship among child care center innovativeness, the early childhood(EC) teacher's digital literacy(DL), technostress and teacher efficacy. Methods: The participants were 454 EC teachers and were selected only if they had worked for more than one year. The innovativeness of childcare centers, the teacher's DL, technostress, and teacher efficacy were assessed through online self-report questionaries. Data were analyzed through ANOVA, t-test, and SEM. Results: First, DL and technostress of EC teachers differed in some ways depending on the teacher's demographic background, the characteristics of their working institution, and their educational level of digital skills. Second, the childcare center innovativeness directly had a significant positive effect on DL, technostress, and efficacy of the teachers. In addition, the effect of the innovativeness on teacher efficacy was mediated by DL and technostress of the teachers. Conclusion/Implications: The more efforts made of childcare centers for recognizing the rapid development of DL and trying to change, the better the teacher's scores of DL and the appropriate technostress were, which increases teacher efficacy. So, continuous training and education for teachers with consideration of age and teaching experience, as well as public aid to improve teachers' DL skills are required.

• Korean Journal of Childcare and Education
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• v.20 no.2
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• pp.17-37
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• 2024

Objective: This study aimed to examine childcare teachers' perceptions and practice of music-math integrated activities, and their understanding of these activities. Methods: This study involved 201 childcare teachers from Seoul and surrounding areas. Surveys were employed to collect data on their background, implementation of music-math integrated activities, and the challenges they encountered. Additionally, a tool was also developed and utilized to measure the actual understanding of these activities. Data were analyzed using t-tests and ANOVA. Results: The results indicated that while teachers recognize the importance of integrated activities, they seldom implement them due to challenges related to resources and comprehension of concepts. Significant differences in the understanding of these activities were found based on teachers' experience, workplace type, age group of children under their care, and education level. Conclusion/Implications: In conclusion, the findings emphasize the necessity for the development and provision of pre-service and in-service training programs, along with support in educational materials for childcare teachers. These efforts are crucial to facilitate the effective implementation of music-math integrated activities.

• Korean Journal of Childcare and Education
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• v.17 no.3
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• pp.1-17
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• 2021

Objective: The objective of this study is to investigate the tendency of research in relation to childcare curriculum for 0 to 2 year-olds, and then to analyze and understand the results of precedent research about the status of the operation of Childcare Curriculum. Methods: The analytic data utilized in this research contains a total of 45 research results about childcare curriculum for 0 to 2 year-olds. Results: First, the research methods were focused on quantitative research. Regarding research topics, the status of the operation of Childcare Curriculum, and contents and programs of Childcare Curriculum received high attention. Second, while, childcare teachers showed an awareness of the Childcare Curriculum, they made few efforts to investigate and understand it in depth. It was reported that a lack of multiple support systems would serve as an obstacle to the operation of Childcare Curriculum. Conclusion/Implications: There is a need for childcare centers, academic circles and the government to pay an even greater deal of attention to the childcare curriculum for 0 to 2 year-olds. In addition, structural and policy support is required, such as revitalizing case-based teacher training, lowering the ratio of teachers to children, and improving working conditions for infant teachers.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.301-324
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• 2011

The purpose of this study was to examine the perception of the childcare teachers regarding accreditation procedures and feasibility of the second accreditation index according their past participation in the accreditation process. The objects were 193 childcare teachers working at child care centers that were accredited using the initial accreditation index. The collected data was analyzed using frequency, percentile, $X^2$, and t-test. The major findings are as follows: First, childcare teachers without accreditation experience perceived 'continuing education of child care center directors and teachers' to be the most important for quality maintenance after successful accreditation. In contrast, childcare teachers with accreditation experience placed the most importance on 'childcare teachers' motivation and continuing enrollment'. Second, childcare teachers with accreditation experience perceived higher feasibility in the subcategories of 'art activity materials' in the category of child care environment, 'providing operation policies and information of child care teachers', 'care for children', and 'employment contract' in the operation & management category, 'sanitary management of food, cooking and feeding', 'care of sick or injured child', 'health management of children and childcare teachers', 'snacks for children' in the category of health and nutrition and 'safe procedures for handing over children' in the category of safety. In general, childcare teachers with accreditation experience perceived higher feasibility of the second accreditation index in all categories.