• Journal of the Korean Home Economics Association
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• v.48 no.9
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• pp.69-78
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• 2010

The purpose of this study was to examine the effects of mentoring on the professional development of kindergarten teachers. The subjects in this study were 60 teachers in two affiliated kindergartens that belonged to the offices of education of two areas in Gyeonggi Province. The findings of the study were as follows: First, there was a significant difference in overall professional development between the experimental group that participated in mentoring and the control group that didn't. Second, there was a significant gap between the experimental group and the control group in knowledge-skill development, self-understanding development, and ecological development. Thus, mentoring was shown to have a positive effect on the professional development of the kindergarten teachers.

• The Mathematical Education
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• v.50 no.1
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• pp.119-128
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• 2011

In this paper, we studied into a qualitative research to see mathematical understanding of preschool and kindergarten's teachers such as feeling attitude, parents' concern, difficulty of math teaching in kindergarten field, teacher's role, type of feed back, beauty of math, relationship of real life, and self philosophy of math education. We selected 10 teachers whose career was 7~10 years. Because this research way is qualitative, we can new aspect that teacher want to break their ignorance for math. Moreover, they would like to learn about math practicality, application, and beauty from art in professional training. Therefore we assert that fusion math lecture would support in the professional training for teacher, preschool or kindergarten's president training, and remuneration training.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.3
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• pp.1785-1794
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• 2015

The purpose of this study is to examine differences between nursery teachers and kindergarten teachers in their perception on key elements of effective interactions and enhanced teaching competence. The subject of the study were 143 early childhood teachers in the Y region of Gyeonggi-do. The collected data was processed through frequency and percentage. For difference test, ${\chi}^2$ tests were conducted. The results of this study can be summarized as follows. First, both nursery teachers and kindergarten teachers perceived that listening and playing were the most important factors in effective interactions between young children and teachers. However, nursery teachers perceived the interaction through skin-ship and complimenting to be more important whereas kindergarten teachers perceived questioning and complimenting as necessary. For the teaching criteria, nursery teachers put more weights on playing while kindergarten teachers focus more on explaining and coorperating. In addition, about evaluation methods, nursery teachers perceived self-evaluation as important, whereas kindergarten teachers perceived observation notes as important. Second, about the elements to strengthen teaching competence, nursery teachers perceived that observation records should be utilized for understanding interest or desire. They also believe that development analysis and teaching methods should be improved through systematical teaching plan and evaluation and that enhancement of teaching material and education are necessary. In contrast, kindergarten teachers perceived that observation records should be utilized for teaching plan and development analysis and teaching methods should be improved through participating in the meetings related to career and education. They believe that providing a prize money through supervising evaluation is necessary.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.91-98
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• 2020

The purpose of the study is to investigate the effects of kindergarten teachers' job stress and emotional labor on their job satisfaction. The subjects were 164 kindergarten teachers in the Metropolitan area in South Korea. We measured subjects' job stress, emotional labor, and job satisfaction using the self-reporting questionnaires. The collected data were analyzed with descriptive statistics, Pearson's correlation analyses, and analysis of multiple regression using SPSS 22.0. In the procedure of data analyses, while the total scores were used for job stress and job satisfaction, each score of sub-factors (natural acting, deep acting, and pretending acting) were used for emotional labor. Consequently, kindergarten teachers' job stress and pretending acting showed significantly negative correlations with job satisfaction, but natural acting had significantly positive correlation with it. In addition, kindergarten teachers' job stress and pretending acting had significantly negative effects on their job satisfaction, and natural acting had significantly positive effect on it.

• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.1-17
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• 2017

Objective: The purpose of the present study was to investigate the structural relations among kindergartens director's servant leadership, ego resilience and organizational commitment of kindergarten teachers. Methods: The subjects in this study were 387 kindergarten teachers working in B city. A director's servant leadership, kindergarten teacher's ego resilience and organizational commitment were assessed by a teacher-reported questionnaire. The collected data were analyzed using descriptive statistics, Pearson's product-moment correlation, and a structural equation model using the Bootstrapping method. Results: First, there were significant relationships among the variables analyzed in this research, namely, a director's servant leadership, kindergarten teacher's ego resilience and organizational commitment. Second, Teacher's ego resilience partially mediated the effect of a director's servant leadership upon kindergarten teacher'organizational commitment. Conclusion/Implications: Results suggest the importance of a director's role in the context of improving kindergarten teacher's ego resilience and organizational commitment.

• Korean Journal of Human Ecology
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• v.18 no.6
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• pp.1363-1374
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• 2009

The purpose of this study was to determine the actual state of the indoor air quality in newly built or remodeled kindergartens by TVOC and HCHO concentration and teachers' responses. The field measurements on the levels of TVOC and HCHO were carried out in six classrooms of newly built or remodeled kindergartens before their opening. The interviews with teachers of subject kindergartens were carried out at the end of the first semester. The contents of the interviews were teachers' subjective responses and symptoms of the kindergarten pupils on the Sick New-School Syndrome. The results are as follows; the mean value of TVOC concentration in the classrooms of kindergartens ranged from 0.10ppm to 0.42ppm, which can theoretically exert a harmful influence on residents. The mean value of HCHO concentration ranged from 0.00ppm to 0.03ppm, which does not exceed the standard. The TVOC concentrations of the more ventilated kindergartens were lower than the others. Also, the classrooms with high concentrations of TVOC showed negative responses or symptoms in teachers and kindergarten pupils.

• The Korean Journal of Emergency Medical Services
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• v.19 no.2
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• pp.19-27
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• 2015

Purpose: To determine factors of kindergarten teachers' willingness to perform cardiopulmonary resuscitation (CPR) and to suggest education methods toward CPR. Methods: We interviewed 92 kindergarten teachers trained to administer CPR. Among them, 74 answered the questions regarding CPR experience, barriers, and willingness. Logistic regression was used to calculate odds ratios (OR) and 95% confidence intervals (CIs) for the association of willingness factors to cognition, performance, and attitude toward CPR. Results: Of the participants, 73 (98.7%) were female, 32 (43.0%) were in their twenties (mean age: 33.9 years), 31 (41.9%) graduated college, 47 (63.5%) had < 10 years of tenure, and 65 (87.8%) and 62 (83.8%) indicated willingness to perform CPR to family members and kindergarteners, respectively. Barrier factors included fear of performing CPR incorrectly (46.8%) and injuring the victim (25.6%). Willingness factors included understanding brain death (37.7%) and performing CPR correctly (26.1%). Willingness predictors included attitude toward family members (OR: 4.54, 95% CI: 1.19 -17.39, p = .027) and kindergarteners (OR: 3.07, 95% CI: 1.15-8.22, p = .025), and cognition to kindergarteners (OR: 0.36, 95% CI: 0.13-0.99, p = .050). Conclusion: The kindergarten teachers were more willing to perform CPR to family members and kindergarteners than to others in an attitude-dependent manner.

• Korean Journal of Child Studies
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• v.29 no.4
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• pp.231-248
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• 2008

This research used Q-Methodology to investigate kindergarten teachers' perception style regarding children's creativity. The 30 participants had various teaching experiences and educational backgrounds and were teaching in a variety of types of kindergartens in the cities of Busan and Ulsan. Individual teacher's subjective perspective was the main target for the analysis. Results showed four types of teachers' perceptions of creativity : 1) perceiving creativity as children's creative thinking ability, 2) focusing on creative curriculum development 3) perceiving creativity as children's creative personality, and 4) focusing on either teacher's thorough understanding of children's creativity or teachers' creativity. These results indicate that teachers tend to perceive creativity in narrow and specific domains. These findings are discussed with respect to their educational implications.

• The Mathematical Education
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• v.54 no.2
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• pp.143-165
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• 2015

The purpose of this study is to find out the level relevance of the kindergarten curriculum in terms of the kindergarten and elementary school curriculum articulation. For this purpose, a model was developed to assess the level relevance of the curriculum. Next, the achievement standards of the curriculum were analyzed by using this model. Finally, teachers' guidebooks were analyzed, too. The following results were obtained from the analysis. First, five of the 14 achievement standards are rated as 'relevant', and nine of them were 'irrelevant'. Also, six of the irrelevant achievement standards were rated as 'overlap', two of them were rated as 'retrogression', and one of them was rated as 'gap'. I found a lot of problems with the level relevance in the kindergarten curriculum. As the results to analyze teachers' guidebooks, I found that there were the great frequency difference in the activities of teachers' guidebooks.

• Korean Journal of Human Ecology
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• v.6 no.2
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• pp.15-26
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• 1997

The purpose of this study was to investigate the teacher's and parent's recognition of kindergarten and elementary school about the public education in early childhood education. Especially they included the recognition of concept and necessity, preconsideration, and the direction of future policy of early childhood education to public one. The subjects were 182 teachers and 190 parents in kindergarten and elementary school in Korea. The data was analyzed by Frequency, Percentage, and Chi-Square. The main results were as follows; 1. Teachers and parents defined the concept of public education of the early childhood education as a system which puts a direction in operation and support the finances of national and local government for public and private kindergarten. In addition, teachers and parents thought that the public education was necessary because early childhood was important in developmental aspects. 2. Teachers and parents insisted that the expansion of understanding about public education should be preconsidered and various early childhood programs should be developed. 3. Teachers and parents also agreed that the public education policy should be based on the model and should be progressed sequentially. But they distrusted the current policy.