• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.163-168
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• 2023

The purpose of the study was to examine the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions. We conducted a cross-sectional study with 324 early childhood teachers working at kindergartens and child-care centers in South Korea. The empirical data using survey questionnaires were collected by administering the Adult Introspective Intelligence Scale, the Professional Development Scale for Early Childhood Teachers, and the Teacher-child Interactions Scale. SPSS and Hayes' PROCESS macro weres utilized. The results showed the statistically positive correlations between the major variable and the mediating effect of early childhood teachers' professional development in the relationship between intrapersonal intelligence and teacher-child interactions.

• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.41-60
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• 2016

The purpose of this study was to examine differences in multicultural early childhood teaching activities according to the general characteristics of early childhood teachers, to analyze the relationships and effects of early childhood teachers' happiness, variables of attitudes toward the teaching profession, and variables of multicultural teaching, and ultimately to identify variables related to early childhood teachers that explain multicultural early childhood teaching activities. For this study, 270 teachers in charge of young children from multicultural families at early childhood education institutions were sampled. When the 'age' variable, which might affect multicultural teaching activities, was excluded and the relationships among early childhood teachers' variables as independent variables were analyzed, happiness and obsessive passion were found to have an effect on multicultural teaching activities. These findings suggest that early childhood teachers' happiness and passion for teaching needs to be enhanced as an effort to set the direction of multicultural education fit for the characteristics of Korea in the field of early childhood education, where the foundation of culture is laid and prejudices are easily formed.

• Korean Journal of Childcare and Education
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• v.13 no.3
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• pp.55-81
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• 2017

Objective: The purpose of this study was to classify turnover intention of early childhood teachers. This study also analyzed the characteristics of each types of turnover intentions. The research questions were as follows: First, what are the types of turnover intention among early childhood teachers?. Second, what are the characteristics of the types of turnover intention among early childhood teachers?. Method: This study has adopted the Q methodology as a method. first, open surveys were conducted among 101 early childhood teachers and principals who work at kindergartens or child care centers along with literature research, followed by the establishment of Q samples(48 questions). Second, the Q sample was classified among the P sample and was comprised of 90 participants. Ninety early childhood teachers as P sample sorted the 48 Q statements. Results: The findings of this study were summarized as follows: First, the types of early childhood teacher's turnover intentions were identified as four-factors. Second, the characteristics of the four-types of turnover intention were interpreted as follows: 'The type of complex psychological conflict', 'The type of pursuit of social value', 'The type of dependence on organizational environment', 'The type of realistic self-development'. Conclusion/Implications: We suggested political and institutional supporting ways for each type of early childhood teachers.

• Korean Journal of Childcare and Education
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• v.18 no.3
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• pp.1-18
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• 2022

Objective: The purpose of this study was to analyze the structural relationship between the authentic leadership of the director, social support, and teacher efficacy perceived by early childhood teachers. Methods: The participants of the study were 433 teachers working at kindergartens and daycare centers in Seoul and Gyeonggi Province. The data collected through the survey were analyzed by applying a structural equation model. Results: As a result of the study, it was found that the authentic leadership of the director perceived by early childhood teachers had a positive (+) effect on the early childhood teachers' social support and teacher efficacy, respectively, and social support had a positive (+) effect on teacher efficacy of the early childhood teachers. The results showed that social support had a positive mediating effect in the relationship between the director's authentic leadership and teacher efficacy perceived by early childhood teachers. Conclusion/Implications: The results suggest that it is necessary to establish a social support system through the exercise of the director's authentic leadership in order to improve the teacher efficacy of early childhood teachers.

• International Journal of Advanced Culture Technology
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• v.6 no.4
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• pp.39-44
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• 2018

The purpose of the study was to investigate the effects of early childhood teachers' professionalism and teaching efficacy on their teacher-child interaction. A total of 761 early childhood teachers working at childcare centers and kindergartens in South Korea were selected as the participants for the study. The study variables were measured using survey questionnaires. Pearson's correlation analyses and regression analyses along with Sobel test were conducted. The results demonstrated that early childhood teachers' teaching efficacy had a significant mediation effect on the relationship between their professionalism and teacher-child interaction. The results suggest the need to support early childhood teachers' recognition and development of professionalism as well as teaching efficacy that result in positive teacher-child interaction.

• International Journal of Advanced Culture Technology
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• v.12 no.3
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• pp.257-261
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• 2024

The purpose of the study was to examine the relations of early childhood teachers' resilience, empowerment, and job satisfaction, and to investigate the effects of resilience and empowerment on their job satisfaction. The research subjects were 419 early childhood teachers in charge of 3-5 year olds in kindergartens or daycare centers located in South Korea. The collected data were analyzed using the SPSS 28.0 Program. We calculated the Cronbach's alphas and conducted the descriptive statistical analysis, Pearson's correlation analysis, and multiple regression analysis. The results showed the statistically positive correlations between the major variable. The positive effects of early childhood teachers' resilience and empowerment on their job satisfaction were also found. In the relative influence on job satisfaction, the empowerment was greater than resilience. Based on the study results, we suggest academic and practical importance of early childhood teachers' resilience and empowerment, which enables them dedicate on excellent teaching and caring young children via satisfaction with work settings.

• Journal of the Korean Home Economics Association
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• v.45 no.8
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• pp.77-89
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• 2007

The purpose of this study was to investigate early childhood teachers' self-image by metaphoric pictures of occupation. The sample consisted of 311 early childhood teachers in kindergarten or day-care center. Teachers were asked them to match their image of themselves as early childhood teachers with metaphoric pictures of occupation. The major results were as follows. First, kindergarten teachers chose conductor, entertainer, nurse, sculptor, shopkeeper, animal trainer, judge by turns and day-care center teachers chose nurse, sculptor, conductor, entertainer, shopkeeper, judge, animal trainer by turns. Second, the reason for selecting the metaphoric pictures of occupation as their self-image was analyzed into 16 categories.

• Journal of the Korean Home Economics Association
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• v.44 no.9
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• pp.9-19
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• 2006

The purpose of this study was to investigate the relationships among early childhood teachers' attitudes toward music education, music teaching practice, and music teaching efficacy. A total of 255 early childhood teachers participated in the study and data were analyzed through frequency, percentile, mean, standard deviation, t-test, and Pearson's correlation. The results of this study indicated that early childhood teachers' music teaching efficacy, attitudes toward music education and music teaching practice were influenced mainly by the teacher's own educational level. They also showed that early childhood teachers' music teaching efficacy, attitudes toward music education, and music teaching practice were correlated with one another. In conclusion, the early child teachers' sense of music teaching efficacy turned out to be a very important factor in early childhood teachers' music education.

• The Korean Journal of Community Living Science
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• v.20 no.4
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• pp.523-537
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• 2009

This research aimed to understand the current status of early childhood education and to develop a future direction of early childhood English education. One group interview and three private interviews were conducted with 10 early education teachers to obtain in-depth understanding of the problems inherent in English education. The findings show that there is an internal conflict in the teachers regarding the value of English education in early childhood. In addition, there are external conflicts with the children the parents, the English teacher, the program director, and the government in English education. It is concluded that the early childhood educators felt an internal conflict regarding the current, inappropriate execution of early English education which is lacking a suitable educational plan including goals and practices. Furthermore, the teacher's preference for English also contributed to the internal conflict regarding the belief in early childhood English education. Secondly, the external conflicts included: English teachers with inadequate understanding of comprehensive early childhood development, parents who show excessive interest in early childhood English education without regard to childhood development, the reality that early childhood English education is mostly influenced by the attitudes of the program director without regard for the conflicts experienced by the early childhood teacher, and the politics of the government continuing to ignore the reality that early childhood English education ontinues in practice without being included in the national curriculum.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.201-219
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• 2012

The purpose of this study was to examine the awareness of two major groups of early childhood teachers, (that is, kindergarten teachers and nursery teachers), in terms of the image of what constitutes an early childhood teacher. More specifically, this study sought to investigate any possible gaps between the two groups in that aspect, in an effort to shed light on (and understand in greater detail), the awareness of the two groups regarding the image of early childhood teachers in detail. The subjects in this study comprised 310 early childhood teachers, out of which 156 teachers worked in kindergartens and 154 teachers worked in daycare centers in Busan, Ulsan and South Gyeongsang Province. The findings of the study were as follows : First, kindergarten teachers' images of a kindergarten teacher were mostly associated with the professional domain, followed by the domain of personality, a physical domain and a professional attitude domain. As a result of checking the awareness of the nursery teachers regarding the image of a kindergarten teacher in more detail, their image of a kindergarten teacher appeared to be mostly associated with the professional domain, followed by the professional attitude domain, the domain of personality and the physical domain. There were statistically significant gaps between the kindergarten teachers and the nursery teachers in terms of their image of a kindergarten teacher. Second, as for the awareness of the kindergarten teachers of the image of a nursery teacher, their image of a nursery teacher was mostly linked to the domain of personality, followed by the professional domain, the physical domain and the professional attitude domain. Regarding the awareness of the nursery teachers of the image of a nursery teacher, their image of a nursery teacher was mostly associated with the professional domain, followed by the domain of personality, the professional attitude domain and the physical domain. Statistically significant gaps between the kindergarten teachers and the nursery teachers were found in the image of a nursery teacher.