• 수산해양교육연구
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• 제28권2호
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• pp.564-581
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• 2016

The purpose of this research was to provide basic data to childcare consulting scholarship which will be expanded completely in the future by examining awareness on childcare consulting, requests for childcare consultant, operation method of childcare consulting and tendency and meaning of childcare consulting for 500 early childhood pre-service teachers who are attending senior classes of departments related to childcare teachers in Busan. The results of research, obtained by the above process, are as follows. In the awareness of early childhood pre-service teachers on childcare consulting, they replied that they know concept and method of childcare consulting well. Also, qualifications of childcare consultant are actual knowledge and technology related to childcare process, they wanted consultants to provide ideas about class technology and problems which are expected among the consultants are lack of time by heavy works, etc. As expanded in the aspects of educational necessities and qualitative and quantitative system as the awareness or publicity of childcare consulting is insufficient.

• 보건의료산업학회지
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• 제10권2호
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• pp.205-216
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• 2016

Objectives : The purpose of this study was to determine the association between musculoskeletal workload and job stress in early childcare teachers. Methods : This study was based on The Korean Working Condition Survey conducted on wage workers. The total number of individuals included in the analysis was 395 (286 childcare teachers and 109 kindergarten teachers) early childcare teachers in 2011. The collected data were analyzed by frequency statistic, cross-tabulation analysis and logistic regression. Results : The adjusted odds ratio showed a statistically effective association for job stress exposure. The results were as follows: education level, service environment, emotional labor, fatigue or posture led to pain for a high level of job stress. Additionally, for childcare teachers, the results showed that fatigue or posture led to pain when moving a heavy object frequently. Conclusions : When childcare teachers are assigned a task to lift heavy or awkward or objects, care should be taken on who is assigned the task, and it should be done safely. An intervention program should be developed to train childcare teachers to safely and efficiency do heavy labor in early childcare education classes.

• 한국보육지원학회지
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• 제11권6호
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• pp.199-219
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• 2015

본 연구는 초임유아교사의 역할수행, 셀프리더십, 보육교직원의 지지 간의 관계를 규명하기 위해 실시되었다. 전국의 유치원 및 어린이집에 재직 중인 491명의 초임교사를 대상으로 설문지를 통한 조사를 실시하였는데, 사회적 지지 질문지(이재영, 2012), 역할수행 질문지(박복매, 2011)와 셀프리더십 질문지(박동현, 2014)를 사용하였다. 결과처리를 위해 빈도분석, 신뢰도 검증, ANOVA 검증, $Scheff{\acute{e}}$의 사후검증분석, Pearson의 적률상관분석, 회귀분석을 실시하였다. 연구결과 첫째, 초임유아교사의 보수와 학력, 연령에 따른 보육교직원의 지지, 역할수행, 셀프리더십은 각각 집단 간 유의차가 있었다. 기관유형에 따른 보육교직원의 지지와 역할수행은 집단 간 유의차가 있었으나 셀프리더십에서는 집단 간 유의차가 없었다. 둘째, 셀프리더십이 보육교직원의 지지와 초임유아교사의 역할수행 간에 부분 매개역할을 하고 있었다. 본 연구결과를 통해 초임유아교사의 개인변인을 고려하여 역할수행과 셀프리더십을 높일 수 있는 방안과 원장이나 동료교사의 실질적인 지원을 촉진할 수 있는 방안을 모색하는데 정보를 제공할 수 있다.

• 한국보육지원학회지
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• 제14권1호
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• pp.227-248
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• 2018

Objective: The purpose of this study was to investigate the recognition and qualities of early childhood coding education in childcare center teachers. Methods: 158 childcare center teachers responded to 56 questions on a questionnaire extracted and revised from previous research. Frequency analysis and one-way ANOVA were applied for the data analysis. Results: Many teachers agreed that the software education policy was timely appropriate. Most of them needed the education in order to improve children's creativity and problem solving ability, and answered that it is appropriate to start the education at age 5. Most of them recognized that small group and free choice activities, play activities linked with daily life topics and coding programs by the childcare center teachers were desirable as educational methods. Provision of educational HW/SW environment was a relatively important element for effective implementation of the education. The coding educational qualities perceived by the teachers were not high, and were related to the age of the children they were in charge of and their computer literacy. Conclusion/Implications: The recognition of childcare center teachers was relatively positive, but it is necessary to educate the teachers to improve their recognition and qualities of the education in consideration of teachers' variables.

• 가정과삶의질연구
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• 제28권4호
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• pp.29-42
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• 2010

This study examined the effects of ego-resilience and directors' and fellow teachers' social support on childcare teachers' job stress. The participants were 323 childcare teachers in Chung nam Province and Daejeon Metropolitan City. The research instruments were Job Stress Scale by Cho(2004), Ego-resilience Scale by Park(1996) with CPI and CAQ correction, and Social Support Scale by Park(1985). Collected data were analysed by t-test, F test and Scheff$\acute{e}$ test for post hoc test, Pearson's productive correlation and stepwise multiple regression, and Cronbach's $\alpha$ for reliability by SPSS PC program (17.0 version). The results were as follows: First, the childcare teachers' job stress level was low (M=2.51, SD=.63), while ego-resilience level and social support level of directors and fellow teachers (M=3.68, SD=.58; M=3.62, SD=.94; M=3.83, SD=.69, respectively) were above the average. Second, there were significant differences between different levels of ego-resilience and of social support from directors and fellow teachers. Last, directors' social support and childcare teachers' optimistic attitude of ego-resilience were the most dominant variables that affected childcare teachers' job stress level(R2=38.3% for total score of childcare teachers' job stress).

• 한국보육지원학회지
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• 제19권1호
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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.

• 한국컴퓨터정보학회논문지
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• 제20권11호
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• pp.97-104
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• 2015

In this study, the investigator distributed total 100 questionnaires by childcare center teachers in final analysis. The purposes of the study were to examine teachers' perceptions of early childhood music education provided by childcare centers or kindergartens and also the difficulties they experienced with the instruction of early childhood music education and thus provide basic data to develop an educational program for early childhood teachers and search for a direction in early childhood music education in the field of education. The findings were summarized as follows: Both kindergarten and childcare center teachers showed a high perception level of need for and importance of early childhood music education. The teachers thought that early childhood music education facilitated the development of young children across all areas and promoted their pleasure and expressive abilities. Providing music education, the teachers faced difficulties due to the lack of musical knowledge, basic musical skills, and experiences with and confidence in musical activities. They also felt a need for teacher education.

• Human Ecology Research
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• 제62권3호
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• pp.561-572
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• 2024

An inclusive childcare capacity building program was designed to enhance teacher efficacy and attitudes toward the inclusion of childcare teachers. A total of 36 teachers working in childcare facilities in Gyeonggido participated in this study. Nineteen teachers were assigned to the treatment condition and 17 teachers were assigned to the control condition. The program explicitly addressed 15 topics, including screening and diagnosis, early development, characteristics of disability, family support and related services, IEP, and online site observation. The program was primarily delivered by field professionals using adult learning techniques such as small group activities, reflective journal writings, and online consultation. Teachers in the treatment group outperformed teachers in the control group on three measures of teacher efficacy, teacher play efficacy, and attitudes toward inclusion. The results were statistically significant. The increase in teacher efficacy, play efficacy, and attitudes toward inclusion of teachers was attributed to the well-designed program, encompassing early development, disability characteristics, small group discussions, and online support. The results highlight the importance of providing and disseminating a capacity building program for in-service teachers.

• Human Ecology Research
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• 제52권4호
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• pp.405-414
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• 2014

The purpose of this study was to investigate the influences of organizational culture and childcare teachers' job satisfaction on their intention to change jobs. The participants of this study were 290 childcare teachers from the Busan and Gyeongnam areas. The instruments used in this study were the Organizational Culture Scale (4 factors with 16 items), Childcare Teacher's Job Satisfaction Scale (6 factors with 40 items), and Childcare Teacher's Intention to Change Jobs Scale (1 factor with 7 items). The data were analyzed by descriptive statistics, one-way analysis of variance, Pearson's product moment correlation, and stepwise multiple regression with SPSS ver. 21.0 software. The results were as follows: First, the higher childcare teachers' intention to change jobs, the lower was their monthly income, age, and career level, and the total number of children that they had to serve. Second, there were significant positive correlations between childcare teachers' intention to change jobs and their innovative, collective, and rational organizational culture. Further, there were significant negative correlations between childcare teachers' intention to change jobs and hierarchical organizational culture. and between childcare teachers' intention to change jobs and their job satisfaction. Finally, childcare teachers' intention to change jobs was found to be 46% about job satisfaction and organizational culture and was explained the most by the director's childcare center management. This study primarily suggests that a director's role is important in the lowering of childcare teacher's intention to change jobs.

• Human Ecology Research
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• 제51권5호
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• pp.527-535
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• 2013

The objective of this study was to investigate whether childcare teachers' job satisfaction plays a mediating role between their intention to change jobs and directors' emotional leadership. The participants of this study were 282 childcare teachers in Seoul. The instruments for this study were Director's Emotional Leadership Scale (2 factors with 18 items), Childcare Teacher's Job Satisfaction Scale (K-CTJSS, 6 factors with 40 items), and Childcare Teacher's Intention to Change Jobs Scale (1 factor with 7 items). These instruments were verified by Cronbach's ${\alpha}$ as a reliability and factor analysis as a validity. The data were analysed by Pearson's productive correlation, stepwise multiple regression and path analysis by the SPSS ver. 20.0 and AMOS ver. 20.0. The results were as follows: First, there were significant negative correlations between directors' emotional leadership and childcare teachers' intention to change jobs, and between childcare teachers' job satisfaction and their intention to change jobs, whereas there were significant positive correlations between directors' emotional leadership and childcare teachers' job satisfaction. Second, the directors' emotional leadership was explained by 22% and the childcare teachers' job satisfaction was explained by 9% of their intention to change jobs. Last, the childcare teachers' job satisfaction mediated between the directors' emotional leadership and childcare teachers' intention to change jobs.