• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.165-176
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• 2019

Objective: The purpose of this study is to develop a measure of the Early Childhood Teacher's Guidance Efficacy Scale based on guidance and teacher-efficacy theory. Methods: This subjects were 243 teachers in Seoul and Gyeonggi-do. Results: An exploratory factor analysis was conducted on the data collected of 4 factors, namely, guidance efficacy for problem behavior, children understanding, home-connected, basic life habits. In addition, there are significant positive correlations between the sub-area score and the overall in the early childhood teacher's guidance efficacy scale(r = .26 ~ .72, p < .001). Internal consistency and split-half reliability of each sub scale were reasonably accept. Conclusion/Implications: 'The guidance efficacy scale for early childhood teachers' developed in this study is an appropriate tool. Therefore, the developed scale can become a useful tool to measure the overall guidance efficacy level of early childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.317-324
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• 2019

The purpose of this study is to find how the childcare teacher aptitude of students majoring in childcare and education influences their perception of teacher professionalism. To achieve that, a questionnaire survey was conducted with 216 early childhood preservice teachers living in A city. For data processing and analysis, SPSS program was used so as to conduct frequency analysis and calculate the mean and standard deviation. In addition, to test reliability and find relations between variables, Cronbach's ${\alpha}$, correlation analysis, and multiple regression analysis were conducted. As a result, firstly, in terms of the childcare teacher aptitude perceived by the students majoring in childcare and education, they highly perceived an affinity with young children and a sense of calling of their job; in terms of their perception of teacher professionalism, they highly perceived social necessity and vocational ethics. Secondly, early childhood preservice teachers' childcare teacher aptitude had a statistically significant correlation with their perception of teacher professionalism. Thirdly, the sub factors of early childhood preservice teachers' childcare teacher aptitude all positively influenced the sub factors of the perception of teacher professionalism. Given the study results, the students majoring in childcare and education perceived the importance of their aptitude of childcare teacher. In order to provide high-quality childcare service and create the positive aptitude of childcare teacher, it will be necessary to conduct a variety of basic research.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.17-36
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• 2007

This study examined educational and career backgrounds of 180 early childhood English teachers and curricula of training courses for early childhood English teachers in continuing education centers across 6 areas in Korea. Data analyses showed that (1) curricula for early childhood English teachers consists of basic practical conversation, English teaching skills, understanding early childhood education and general English knowledge. (2) Most teachers are women between 30 to 40 years of age, university graduates with majors in English literature, English education and/or early childhood education with confidence in speaking in and listening to English. (3) They were satisfied with their retraining courses. (4) English pronunciation skill was not always related to English conversation skill, but clarity of pronunciation influenced teaching confidence.

• Journal of Families and Better Life
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• v.28 no.5
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• pp.89-100
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• 2010

The purpose of this study was to develop a "Korean Childcare Teacher's Job Satisfaction Scale"(KCTJSS) and to evaluate its reliability and validity. KCTJSS was 72 items and 6 point Likert scale. Participants consisted of 211 childcare teachers by purposive sampling. Results were as follows: First, Exploratory factor analysis resulted in 40 items composed of 6 factors : The principal's childcare center operation system, working environments and welfare, social recognition, amount of work and time management, relationships with co-workers, relationships with parents. Second, the confirmatory factor analysis supported a 6 factor structure. Third, Criterion-related validity was confirmed by significant correlations of the present scale with Early Childhood Job Satisfaction Survey(Jorde-Bloom, 1989). Fourth, the reliability of factors using Cronbach's ${\alpha}$ appeared high, ranging from .83 to .93.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.536-544
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• 2020

This study provides basic data for finding a plan for future teacher education in the future society by conducting an IPA-analysis of the abilities required for early-childhood who will become talented persons of the future society and the perceptions of early-childhood teachers about the era of the 4th-Industrial-Revolution. The study was conducted with 194 childhood teachers working in early-childhood educational institutions located in Jeju. It used a questionnaire of the demand survey for teacher education development for early-education based on the 4th-Industrial-Revolution. In the era of the 4th-Industrial-Revolution, the capabilities needed for early-childhood were revised and supplemented in 2016 at the World Economic Forum "Jobs Future Report". The frequencies and percentages were calculated to analyze the characteristics of each subject's background variables, the perceptions of early-childhood teachers and teacher education needs, and a t-test was conducted for each item to analyze the difference in importance and performance of early-childhood's competence. In the importance of competence required for infants who become talents for the future, the results showed that early-childhood teachers chose to have a high level of caring-sharing and curiosity-interesting ability. In the performance, they have a high level of caring-sharing and cooperation-communication ability.

• Human Ecology Research
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• v.54 no.3
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• pp.293-305
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• 2016

This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.93-120
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• 2011

This study was aimed at inquiring into the role characteristics of a early childhood teacher, who can put an act of tending & examining into practice, and organizing a role by analyzing the concrete reality based on the relationship with a early childhood teacher's role in Korea and Japan. As a result, this study could take a look at the characteristics, such as relation with conversation, relation through sensation and body, relation with familiarity, and relation by living through the cases in Korea. As for the cases in Japan, there appear the characteristics, such as relation through natural things, relation as an equal participant, relation with bodily movement, and relation with daily life. Based on the result of the analysis, this study organized a early childhood teacher's role as relationship through object-oriented language, relationship based on sensation, relationship based on fellowship, and ecological relationship.

• Journal of the Korean Home Economics Association
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• v.45 no.8
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• pp.49-59
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• 2007

This study was intended to investigate the influence of teacher empowerment on organizational? effectiveness, and the moderating effects of personal and organizational characteristics on the relationship of teacher empowerment and organizational effectiveness in early childhood educational institutes. The subjects in this study were 808 teachers who worked at kindergartens and childcare centers located in all parts of Korea. This study was surveyed with the questionnaires. The results are as follows. Firstly, teacher empowerment had a positive and meaningful influence on all components of organizational effectiveness, such as organizational commitment, job satisfaction, and job performance. Secondly, as for the moderating effects of personal and organizational characteristics on the relationship of teacher empowerment and organizational effectiveness, teachers' educational background had moderating effects on job performance of organizational effectiveness, and married or unmarried status of teachers, teachers' experiences in other institutes, type of institute, and the number of teachers working in an institute had moderating effects on organizational commitment. Also, the number of teachers working in an institute had moderating effects on job satisfaction. However, teachers' period of service in their present institutes didn't have moderating effects between teacher empowerment and organizational effectiveness.

• Korean Journal of Child Studies
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• v.33 no.3
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• pp.149-175
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• 2012

This study is designed to positively transform a teacher's emotional state whilst teaching their classes and be able to create happier lessons for preschool children. To do this, a teacher needs to reflect upon current problems and take steps to deal with them. The data for this study was collected from participatory observation and in-depth interviews, making use of photos, a reflective teacher's journal and interview records from Mar. 28, 2011 through Oct. 7, 2011. The problems identified were, (1) teacher centered classes, (2) a daily routine filled with large group activities, (3) disruptive students, and (4) repetitiveness. The routes to greater classroom "happiness" are (1) rearranging seats, (2) "story sharing activities" in small groups, (3) making a separate "story sharing activity" area, (4) using small groups instead of large groups, (5) changing the daily routine. The role of the teacher in finding greater "happiness" are (1) meaningful, 'real observation', (2) discovering genuine change from small points, (3) power sharing, and (4) growing and developing with children.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.605-616
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• 2020

The purpose of this study is to investigate the teacher's perception of maker education and to suggest the direction of teacher education curriculum for maker education in order to explore the possibility of applying maker education to early childhood education. To this end, a survey was conducted on the perception of maker education for preschool teachers. As a result of the data analysis, the perception of the concept, meaning, and educational environment of maker education were low, while the effectiveness, importance, value, continuous application and development of maker education were highly recognized and the necessity of maker teacher education and the educational environment was suggested. Based on the survey results, the teacher curriculum composition was classified into basic and advanced courses. The basic course included basic contents to understand maker education and maker space. The advanced course included information on how to use various tools, materials and digital media, how to conduct and evaluate maker education to apply maker education. The teacher curriculum composition for maker education can suggest basic directions for developing teacher education programs and strengthening the digital teaching competency of teachers in the future.