• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.119-137
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• 2011

This study examines the casual relationship between Sense of humor of teachers in childcare center and empowerment and job performance. The subjects of this study were 645 educare teachers from Seoul, Gyeonggi-do, Chungcheng-do, and Jeonra-do. Spss version 18.0 and Amos 16.0 were used to analyze the date. The result of analysis showed that Sense of humor of teachers in childcare center has positive effect on both their empowerment and job performance, and it creates bigger total effect on their job performance through the mediation of their empowerment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.7
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• pp.2971-2982
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• 2012

This study aimed at analyzing teachers' perception of democratic civic education. A total of 200 childcare teachers participated in the survey, and frequency analysis and cross-tabulation analysis were performed to analyze the survey data. According to the results of the study, first, the childcare teachers were significantly different in the teachers' factors on necessity and difficulty of democratic civic education. The childcare teachers perceived the necessity of democratic civic education, and attributed the cause of the difficulties in democratic civic education to parents' attitudes. Second, there weren't significant differences in the teacher's factors on the content and methods of democratic civic education. Therefore, in this study, it is emphasized that democratic civic education is related to young children's homes and communities, and reorganization of democratic civic education programs based on development of young children is suggested.

• Korean Journal of Human Ecology
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• v.24 no.2
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• pp.149-157
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• 2015

The purpose of this study was to investigate the influence of teachers' covert narcissism and supervisors' servant leadership on teachers' organizational cynicism. The subjects were 279 teachers employed in childcare centers in K Province. Data was collected by questionnaires, which required self-report by teachers. The collected data were analyzed by mean, standard deviation, Pearson's correlation, hierarchial regression, by using SPSS Win 19.0. The results of our study was as follows. First, main effects of teachers' covert narcissism and supervisors' servant leadership on teachers' organizational cynicism was observed. teachers' covert narcissism was positively associated with teachers' organizational cynicism. and supervisors' servant leadership was negatively associated with teachers' organizational cynicism. Second, supervisors' servant leadership was a better predictor of teachers' organizational cynicism than teachers' covert narcissism. Finally, interaction effects of teachers' covert narcissism and supervisors' servant leadership on teachers' organizational cynicism was not observed.

• Journal of Families and Better Life
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• v.28 no.3
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• pp.129-137
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• 2010

This study investigated the relationships among collectivism, role conflict, and the organizational commitment of teachers in kindergartens and childcare centers. The subjects were 190 teachers who worked in a kindergarten or a childcare center in Daegu and in Gyoungbuk Province. Questionnaires were used to investigate collectivism, role conflict, and organizational commitment by self-reports from teachers. The collected data were analyzed by factor analysis, Pearson's correlation, and stepwise multiple regression using SPSS Win 15.0. The results were as follows. (1) Collectivism was positively associated with the organizational commitment of the teachers. (2) Role conflict was negatively associated with the organizational commitment of the teachers. Among the different types of role conflict, teaching profession conflict, co-worker conflict, and administration conflict were negatively associated with organizational commitment. (3) Role conflict was a better predictor of organizational commitment than collectivism. Additionally, administration conflict as a type of role conflict was a better predictor of organizational commitment than collectivism.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.135-153
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• 2019

Objective: The purpose of this study was to examine whether motivation for choosing a teaching profession and the perception of social support of newly-appointed childcare teachers would predict work adjustment, and to understand the mediating role of the perception of social support. Methods: The data was analyzed by using correlation, regression, and the verification of mediating effects. Results: First, there were significant correlations of active motivation and material motivation when choosing a teaching profession, perception of social support, and work adjustment. Second, active motivation and material motivation in relation to choosing a teaching profession, and the perception of social support, were the variables that could predict the work adjustment of newly-appointed teachers. Third, the social support perceived by newly-appointed teachers had partial-mediating effects on the relationship between active motivation in relation to choosing a teaching profession and work adjustment, as well as on the complete-mediating effects on the relationship between material motivation and work adjustment. Implications: The training institute should strengthen education that could foster active motivation of pre-service teachers, and daycare centers should establish a cooperative workplace culture for the psychological adjustment of newly-appointed teachers.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.63-72
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• 2016

The purpose of this study was to analyze the effect of childcare teachers' empowerment on affective commitment. For that, a survey was conducted of childcare teachers working at private-sector childcare facilities located at S City of Jeollanam-do. Data collected from 247 questionnaires were used for analysis, excluding those containing insincere answers. The collected data were investigated using SPSS 18.0, a statistical program, through reliability analysis, confirmatory factor analysis, t/F-test, Scheffe post-hoc test, and hierarchical regression analysis. Major results of analysis were as follows: A difference in affective commitment was observed, depending on age and remuneration, the demographic characteristics of childcare teachers. Hierarchical regression analysis was conducted by factoring in each sub-variable of empowerment with demographic characteristics of childcare teachers being controlled. Among the empowerment variables of childcare teachers, significance, capability, and self-determination were found to have an effect on affective commitment. Meanwhile, the extent of influence did not have any effect on affective commitment. Finally, the variable that had the greatest effect on affective commitment of childcare teachers was significance among empowerment variables.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.125-146
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• 2005

This study examined the interactive effects of physical environment of childcare centers and teachers' creative teaching approaches on the level of young children's creativity. To do so, the study conducted an assessment called TCAM(Thinking Creativity in Action and Movement) that was developed by Torrance to 182 young children. Also, it utilized questionnaires to ask 28 teachers concerning physical environment of childcare centers and their creative teaching approaches level. The findings of this study were: First, the gender of young children didn't affect the level of young children's creativity but the age of young children positively affected the level of their imagination that is the subordinate area of creativity. Second, the high level of physical environment of childcare centers positively affected the level of young children's creativity. Third, teachers' actively creative teaching approaches positively affected the level of young children's creativity. Forth, both physical environment of childcare centers and teachers' creative teaching approaches interactively and positively influenced the level of young children's creativity. Fifth, both physical environment of childcare centers and teachers' creative teaching approaches positively affected the level of young children's creativity. The result of this study implies that the level of young children's creativity increases when childcare centers demonstrate high quality of physical environment and teachers deliver creative teaching approaches actively.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.175-185
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• 2018

Objective: The purpose of this study is to investigate the influence of teachers' demographic and sociological characteristics and the emotional support of the director and co-worker on the childcare efficacy of infant teachers. Methods: In this study, 169 Infant teachers of childcare centers have participated, where are located in Seoul and Gyeonggi-do Areas. The data was analyzed by using t-test and one way ANOVA to confirm the differences among groups, and also correlations analysis and multiple regression analysis were performed to analyze the interrelationship between variables and their effects. Results: Study outcome according to study subjects is as follows. First, we found a statistically meaningful difference in marital status and career by the differences of childcare efficacy depending on demographic and sociological characteristics of infant teachers. Second, childcare efficacy of infant teachers showed the most evident correlationship with co-workers support followed by the director's support. Third, the data also revealed that childcare efficacy of infant teachers was influenced by co-workers' support, their careers, marital status and their directors' support in order. Conclusion/Implications: In conclusion, higher levels of childcare efficacy were shown by the experienced and married early childhood teachers and the emotional support of co-workers has the greatest influence on their childcare efficacy.

• Korean Journal of Child Studies
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• v.34 no.5
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• pp.115-126
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• 2013

The purpose of this study was to investigate the relationship between self-differentiation and covert narcissism with organization citizenship behavior on the part of teachers in childcare centers. The subjects consisted of 522 teachers who worked in childcare centers in Daegu and Gyeongbuk Province. The data collected were analyzed by means of Pearson's correlation, and hierarchical regression, using SPSS Win 19.0. The results were as follows. (1) Self-differentiation was positively associated with organization citizenship behavior. However when covert narcissism was operating as control, self-differentiation was not associated with organization citizenship behavior. (2) Covert narcissism was negatively associated with organization citizenship behavior. (3) Between both covert narcissism and self-differentiation, only covert narcissism was associated with organization citizenship behavior. (4) There were observable interactional effects between self-differentiation and covert narcissism to organization citizenship behavior.

• The Korean Journal of Emergency Medical Services
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• v.13 no.2
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• pp.87-98
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• 2009

Purpose : This study set out to compare the educational effects of a video self-instruction program for child CPR education on childcare teachers by applying the 2006 KACPR Guideline. By adopting the nonequivalent control group posttest quasi-experimental design, the study examined the educational effects on a group that did not receive instructions from the instructor, another group that received his instructions, and the other group that received an extra three-minute practice training session in addition to instructions. Methods : Data were gathered from August 6 to 18, 2008. As for research tools, the Knowledge Instrument of CPR by Connolly (2006) was used along with the National Practice Test Protocol for C1ass 1 Emergency Medical Technicians (2007) and Common Protocol for CPR (2006) to examine the performance of child CPR. By shooting the guide screen of $Resusci^{(R)}$ Junior CPR Manikin of Leardal with a video camera and using the Skill Guide Checklist of the Common Protocol for CPR (2006), the subjects' technical accuracy of chi1d CPR was evaluated. There were three subject groups: 29 childcare teachers randomly assigned to received the video self-instruction program training for chi1d CPR and no instructions from the instructor made up the control group; 22 childcare teachers randomly assigned to received the program training and instructions from the instructor made up experiment group I; 23 childcare teachers randomly assigned to received an extra three-minute practice training session in addition to the program training and the instructions made up experiment group II. The gathered data were analyzed with SPSS/PC+ (Version 14.0) in frequency, percentage, $X^2$-test, ANOVA, Scheffe test. Results : 1) There were no statistically significant differences (F=1.030, p=.362) among the groups in terms of knowledge scores after the child CPR education. 2) There were statistically significant differences (F=13.625, p=.000) among the groups in terms of performance abilities after the child CPR education. 3) There were no statistically significant differences (F=1.610, p=.207) among the groups in terms of technical accuracy of mouth-to-mouth resuscitation after the child CPR education 4) There were no statistically significant differences (F=1.484, p=.234) among the groups in terms of technical accuracy of chest compression after the child CPR education. Conclusion : The results indicate that childcare teachers can improve their performance abilities in child CPR when the instructors are active with their instructions and extra practice hours are secured through a VSI program. It's also needed to provide education with increasing concentration ratio about the items of lower knowledge points in order to help the teachers learn the accurate theory of child CPR. And there should be VSI programs of diverse conditions to increase the effects of child CPR training among childcare teachers.