• 제목/요약/키워드: Korean teacher

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지각된 원장의 서번트 리더십이 교사-유아 관계 효능감을 매개로 직무열의에 미치는 영향 (The Mediating Effect of Teacher Self-Efficacy for Positive Teacher-Child Relationships on the Relationship between Perceived Supervisor's Servant Leadership and Work Engagement)

  • 배현순;민하영
    • 한국보육지원학회지
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    • 제18권2호
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    • pp.39-56
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    • 2022
  • Objective: The purpose of this study was to investigate the influence of perceived supervisor's servant leadership and teacher self-efficacy for positive teacher-child relationships on work engagement using the path model. Methods: The subjects were 210 teachers working at childcare centers in Daegu and Gyeongbuk Province. Questionnaires were used to investigate perceived supervisor's servant leadership, teacher self-efficacy for positive teacher-child relationships, and work engagement. The collected data were analyzed by Structural Equation Modeling(SEM), Bootstrapping, Pearson Correlation, AMOS 20.0, and SPSS 21.0. Results: First, supervisor's servant leadership had a positive influence on teacher self-efficacy for positive teacher-child relationships. Second, teacher self-efficacy for positive teacher-child relationships had a positive influence on work engagement. Third, supervisor's servant leadership had a positive influence on teacher's work engagement. Fourth, supervisor's servant leadership had an indirec effect on teacher's work engagement by teacher self-efficacy for positive teacher-child relationships. Conclusion/Implications: The results mean teacher self-efficacy for positive teacher-child relationships had more influence on teacher's work engagement. Therefore, it is more useful to promote teacher self-efficacy for positive teacher-child relationships in order to strengthen teacher's work engagement.

교사-부모 협력과 교사-영아 상호작용 간의 관계에서 영아반 교사의 민감성의 매개효과 (The Mediating Effect of Child Care Teacher's Sensitivity in the Relationship Between Teacher-Parent Partnership and Teacher-Infant Interactions)

  • 박보경;박선영;이시은
    • 한국보육지원학회지
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    • 제20권1호
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    • pp.73-89
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    • 2024
  • Objective: The purpose of this study was to examine the effect of communication and cooperation between teachers and parents on infant care. Specifically, this study explored the direct effect of teacher-parent partnership on teacher-infant interactions and the indirect effect through teacher sensitivity. Methods: The participants of this study were 216 teachers in charge of infant classes at child care centers located in Gyeonggi-do. They responded to questionnaires on teacher-parent partnership, their sensitivity, and teacher-infant interactions. Data were analyzed using structural equation modeling. Results: First, teacher-parent partnership did not have a direct impact on teacher-infant interactions. Second, teacher-parent partnership indirectly influenced teacher-infant interactions through teacher sensitivity. In other words, a high level of teacher-parent partnership was associated with a high level of sensitivity, subsequently resulting in the provision of high-quality interactions for infants. Conclusion/Implications: This study confirmed the role of teacher sensitivity as a mechanism to explain how teacher-parent partnership is linked to teacher-child interactions. The results emphasize the importance of communication and cooperation between teachers and parents in enhancing teachers' sensitivity and, ultimately, providing high-quality child care to infants.

어린이집의 직무환경과 교사효능감 간의 관계에서 교사 정서지능의 매개효과 (The Mediating Effects of Teacher Emotional Intelligence in the Relationship Between Job Environments and Teacher Efficacy)

  • 이채호;박인영
    • 한국보육지원학회지
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    • 제17권6호
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    • pp.15-28
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    • 2021
  • Objective: The purpose of this study was to examine the mediating effect of teacher emotional intelligence in the relationship between job environments and teacher efficacy. Methods: Participants of this study were 205 child care teachers from U-city. Correlation analysis between variables was conducted with the collected data, and regression analysis was conducted to verify the mediating effect of emotional intelligence in the relationship between the job environment of daycare centers and teacher efficacy. Results: First, there was a positive correlation between job environments, teacher efficacy, and teacher emotional intelligence. Second, job environments and teacher emotional intelligence had a significant direct effect on teacher efficacy and teacher emotional intelligence also had a significant indirect effect between job environments and teacher efficacy. Conclusion/Implications: The way to improve the quality of child care is to improve the quality of teachers. Among the teacher's competencies, it is very important to increase teacher efficacy. Teacher efficacy plays a very important role in the quality of childcare and the healthy development of toddlers and children. In order to increase teacher efficacy, policy support for the job environment and training support to increase teacher efficacy are considered necessary.

교사효능감의 개념, 측정, 효과, 영향요인에 대한 연구동향 (Review of Researches in Concept, Measurement, Effect, and Influence Factor of Teacher Efficacy)

  • 주동범
    • 수산해양교육연구
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    • 제21권4호
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    • pp.489-498
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    • 2009
  • The purpose of the study is to review research in concept, measurement, effect, and influence factor of teacher efficacy. Through the review of previous research, the study shows that the concept of teacher efficacy is likely to be situation-specific rather than teacher characteristic. And the study represents that the measurement of teacher efficacy is related to the development of measurement instrument and the extraction of construct. The effect of teacher efficacy concerns the relationship between teacher efficacy and the student's academic achievement and affective traits such as motivation, interests, and attitude, and the relationship between teacher efficacy and teacher. And the influence factor of teacher efficacy concerns the influence of job environment related to teacher. The four things mentioned above are discussed in detail based on the previous research.

핀란드의 교원규모 결정 및 교원선발 정책 탐색 (The Study about the Policy of Teacher Recruitment and Quota in Finland)

  • 김현욱;김정희;권동택
    • 비교교육연구
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    • 제27권3호
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    • pp.49-73
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    • 2017
  • 이 연구는 핀란드 교원정책을 분석함으로 한국 교원정책에 대한 시사점을 도출하는 것을 목적으로 하였다. 이를 위해 핀란드 교원정책의 역사적 변천과정, 교원규모 결정 정책, 교원선발 특성 등을 관련 문헌을 바탕으로 분석하였다. 분석결과, 핀란드는 2단계 선발과정을 통한 교원양성과정 차원에서의 선발과 지자체 및 학교 차원의 선발로 교원을 채용하였고, 교원양성교육 참여인원을 사전에 조정함으로써 국가적 교원규모를 결정하였다. 그리고 지자체와 학교의 자율성을 바탕으로 가용한 고용 인력이 결정되었다. 이러한 분석결과를 바탕으로 한국 교원정책에 반영할 수 있는 내용에 대해 제언하였다.

Constructivist Reflection on the Training for Secondary Science Teachers in Korea

  • Kwak, Young-Sun
    • 한국과학교육학회지
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    • 제24권4호
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    • pp.675-686
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    • 2004
  • The enhancement of the quality of the teaching practice is a major factor in securing better schooling opportunities for students. In this article, initial teacher preparation of secondary school Earth science teachers, in-service science teacher education, and improving teacher policy are discussed. Data from in-depth interviews with exemplary science teachers were used to explore how to improve the quality of science teacher education in Korea. In terms of preservice teacher education, most exemplary teachers contended that teacher education programs should provide preservice teachers with practical knowledge by translating theory into practice. Their suggestions for how to improve in-service education are also discussed. Regarding directions of improving teacher policy in Korea, the teachers proposed an alternative teacher-promotion structure that incorporates the master-teacher position. Implications for introducing action research courses into teacher (re)education programs are also discussed.

교원평가의 주체 및 영역에 대한 초중등학교 교원들의 인식 (A study of teacher's recognition on teacher evaluation system)

  • 김달효
    • 수산해양교육연구
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    • 제21권4호
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    • pp.508-522
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    • 2009
  • A teacher evaluation system is a hot issue of educational policy these days. Many teachers have opposed teacher evaluation system, but government and many parents have agreed teacher evaluation system. And some people agree teacher evaluation system, but some people disagree teacher evaluation system. The approvers of teacher evaluation system insist that teacher evaluation system can provide the quality of instruction, satisfaction of schooling, and nation's competition capacity. But opponents of teacher evaluation system insist that teacher evaluation system can provide dissatisfaction of teachers' job, excessive competition among teachers, and the failure of educational policy. So, comprehensive studies about teacher evaluation system are needed. The purpose of this study was to investigate that elementary and secondary teachers' recognition about teacher evaluation system. The tool of this study was used questionnaire which was made by researcher of this study. This study indicates as follows. Many teachers opposed teacher evaluation system, because of deficit of validity and reliability of teacher evaluation system. Also, many teachers indicated instruction ability as the most important evaluation standard of teacher evaluation system. And many teachers predicted the dissatisfaction of teachers' job and excessive competition among teachers as a result of teacher evaluation system.

예비보육교사가 인식한 실습지도교사의 전문성과 교직 희망 동기 간의 관계 (The Relationship between Student Teachers' Perceptions on Cooperating Teacher's Professionalism and Motivation to Become a Teacher)

  • 홍우현;김명순
    • 한국보육지원학회지
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    • 제13권6호
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    • pp.87-109
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    • 2017
  • Objective: The purpose of this study is to examine the relationship between student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. Methods: The participants were 399 student teachers studying child care and education at two-year or four-year colleges in Seoul, Gyeonggi, Incheon, South Chungcheong, and Daejeon. They completed questionnaires on student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. The data were analyzed using ANOVA, t-test, and partial-correlation analyses. Results: There were three findings from this study. First, there was a significant difference in student teachers' perceptions on cooperating teacher's professionalism depending on the type of child care center and education system, rather than the type of class. Second, there was a significant difference in student teachers' motivation to become a teacher depending on the students' education system. Third, student teachers' perceptions on their cooperating teacher's professionalism correlated with their motivation to become a teacher. Conclusion/Implications: This study suggests that student teachers' perceptions on cooperating teacher's professionalism is significantly different depending on the type of child care center or educational system and is related with motivation to become a teacher.

한국어 경력교사 대상 요구조사를 통한 성찰적 교사교육 방안 모색 -수업 전문성 영역을 중심으로- (Study of a Reflective Teacher Education Plan through Survey of Experienced Korean Language Teachers: Focusing on the Area of Teaching Professionalism)

  • 이선영
    • 한국어교육
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    • 제29권1호
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    • pp.109-137
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    • 2018
  • The purpose of teacher education is to improve the professionalism of teachers above the current level. The type of teacher education to improve the professionalism of experienced teachers is broadly divided into top-down education and bottom-up education. So far, studies on top-down education were commonly conducted in the field of Korean language education. However, there has been an increasing number of studies emphasizing the need for bottom-up education, driven by the voluntary participation of teachers in recent years. The purpose of this study is to suggest the direction of reflective teacher education for experienced Korean language teachers. For this purpose, a survey was conducted of 71 Korean language teachers who had more than 5 years of experience. The contents of the survey consisted of opinions regarding existing teacher education, the need for reflective teacher education, and the perception of teaching professionalism. The results showed that experienced Korean language teachers had a positive perception of the existing teacher re-education experience. Also, 91% of the respondents said they intend to participate in the reflective teacher education program. In particular, respondents showed high demands for 'peer coaching', 'peer observation', and 'teaching portfolios' among reflective teacher education programs. Lastly, many respondents selected 'development and utilization of teaching materials', 'encouraging learner's utterances', and 'leading learner's interest and motivation' as sub-elements of teaching professionalism that they wish to improve through teacher re-education.

교사와 유아가 지각하는 교사-유아 관계 및 관련변인 분석 (An Analysis of Teacher-Child Relationships as Perceived by Teachers and Children and the Variables Affecting Such Relationships)

  • 천향숙;조은진
    • 아동학회지
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    • 제32권4호
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    • pp.167-183
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    • 2011
  • This study examined whether any relationship exists between teachers' and children's perceptions of the teacher-child relationship and how factors such as the child's self-regulation and stress, and the teacher's self-efficacy and stress affect the teacher-child relationship. The participants for this study consisted of 101 kindergarteners and 17 teachers. Most of the children (88%) and teachers (88%) perceived teacher-child closeness. On the other hand, 22% of children and 11% of teachers perceived teacher-child conflict. The child's self-regulation affected both children's and teachers' perceptions of teacher-child closeness and conflict. The teacher's self-efficacy affected both children's and teachers' perceptions of teacher-child closeness. It also affected teachers' perceptions of teacher-child conflict. The child's and teacher's stress affected both children's and teachers' perceptions of teacher-child conflict. These findings were discussed with respect to implications for the classroom and future research.