• Korean Journal of Child Studies
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• v.28 no.4
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• pp.155-168
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• 2007

The subjects of this study of variables influencing job satisfaction were 153 public and 191 private kindergarten teachers in Seoul and Gyeonggi Province. Results showed that empowerment, workloads, and job satisfaction indexes (compensation, innovation, autonomy, and future growth) of public kindergarten were higher than private kindergarten teachers. Extrinsic job satisfaction correlated with professional growth and teacher empowerment for public kindergarten and with status for private kindergarten teachers intrinsic job satisfaction correlated with decision-making for public and with status for private kindergarten teachers. The strongest predictor of job satisfaction for public kindergarten was professional growth and status for private kindergarten teachers.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.81-96
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• 2006

The purpose of this study was to investigate the variables that influence public kindergarten teachers' role performance. A sample of 320 public kindergarten teachers in Gyeonggi-Do was selected randomly. Teacher's career, educational background, age, self-concept, and awareness of teaching profession, class size, age of classroom students, and organizational climate were examined as possible factors affecting teachers' role performance. Results showed that all factors except class size were related to teachers' role performance. The most significant impact on public kindergarten teachers' role performance was teacher autonomy in organizational climate.

• Korean Journal of Human Ecology
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• v.12 no.5
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• pp.595-604
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• 2003

This study was designed to investigate the difference in the autonomous supervision and role performance according to the socio-demographic factors of the teachers. Also, the relation of the autonomous supervision and the role performance was examined. This research was conducted using the questionnaire to 394 teachers of national, public, and private kindergarten in Chung-buk province. Data were analyzed with the SPSSWIN program by the frequency, percentage, t-test, ANOVA, Scheffe post-hoc test and Pearson's correlation analysis. The results were summarized as follows: First, levels of autonomous supervision of kindergarten teachers were high in general and there were significant differences according to the institution, age, scholastic ability, and the career. The accomplishment in the public kindergarten was higher than that in the private one. Moreover, the higher the teacher's age, career, and scholastic ability, the higher the accomplishment. Second, levels of role performance of the kindergarten teachers were excellent, but the levels of role performance were higher in the public kindergarten than in the private one because the public teachers who did not transfer much had more chances of continuous education and higher responsibility. The role performance of teachers was found to be relatively higher in the kindergarten in countries than in cities because there were more public kindergartens than private ones in countries. Third, there were significant correlations between the lower factors of autonomous supervision and the role performance of the kindergarten teachers. Because the various types of the autonomous supervision can help the teacher's role performance, various types of the autonomous supervision which fit the developmental stages of the teachers will be desirable.

• 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.

• Korean Journal of Child Care and Education Policy
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• v.12 no.3
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• pp.3-27
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• 2018

The purposes of this study were to examine a tendency of kindergarten teachers' daily work performance and to explore their perceptions on the reality and efficiency of working hours. 273 public and private kindergarten teachers completed questionnaires. The findings of the study are as follows. First, kindergarten teachers carried out an average of 1.41 duties per a 30-minute segment, and there were some differences in their duties between public and private teachers. Second, as a key reason of their lack of preparation time for class, public teachers indicated much administrative work, whereas private teachers indicated many events and common work. In addition, for the work duties that require supporting staff, public teachers pointed out clerical work, whereas private teachers named event-related duties. Third, in terms of efficiency of their working hours, both public and private teachers highlighted excessive workload as a key obstacle; public teachers also indicated the shortage of supporting staff, while private teachers indicated many event-related duties and lack of directors' leadership. These findings imply that it is important to maintain an optimum level of workload for kindergarten teachers, to secure preparation time for class, to increase work efficiency, and to provide support specific to kindergarten types.

• Korean Journal of Child Studies
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• v.24 no.6
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• pp.81-94
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• 2003

This study explored the relationship between kindergarten teachers' self-concept and job satisfaction. The subjects were 345 public and private kindergarten teachers. Instruments were 2 questionnaires: The Tools for Measuring kindergarten Teachers' Self-concept, and the Survey of Kindergarten Teacher Job Satisfaction. Results showed that kindergarten teachers' self-concept was positively correlated with job satisfaction. The most important sub-factor influencing job satisfaction was self-concept regarding professional and social position. These results imply that teacher education program or organizational climate improving teachers' positive self-concept would be needed.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.267-277
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• 2018

Objective: The purpose of the study was to examine public kindergarten teachers' concept knowledge on inclusion education and to compare concept knowledge by teacher types (general teachers with experience of inclusion, general teachers without experience of inclusion, and special teachers). Methods: The subjects, sixty early childhood teachers in public kindergarten, were asked to draw concept maps illustrating their understanding of inclusion education for young children. The collected concept maps were analyzed using the methods utilized by Novak and Gowin (1984) as well as You and Kim (2018). Results: The results were as follows. First, 209 superordinate concepts were shown, and they were categorized into 13 representative superordinate concepts. Second, 1,585 subordinate concepts were shown. Among them, partial inclusion, complete inclusion, and teacher cooperation were frequently used. Third, contents of concept knowledge on inclusion education varied by teacher types. Conclusion/Implications: Discussions were included to support and enhance early childhood teachers' content knowledge on inclusion education for young children with special needs.

• Korean Journal of Human Ecology
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• v.17 no.3
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• pp.399-411
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• 2008

The study purposes to survey teacher's and child's difficulties which full day classes of public kindergarten regrouped in the afternoon time are having. The subjects are 4 full day class pre-service kindergarten teachers and 8 full-day class children in G Metropolitan City and in J Province. Data were collected through in depth interviews and participatory observation. According to the results, the variables of teachers' difficulties in managing full day classes regrouped in the afternoon time are "living as an outsider without a sense of belonging", "living as a false teacher rather than a real class teacher", and "living as a teacher giving specialty and aptitude education". The variables of children's difficulties are "moving like a migratory bird", "watching the clock and the door", and "being unable to concentrate". The study is expected to be useful as one of basic findings for desirable management of kindergarten full day classes regrouped in the afternoon time.

• Korean Educational Research Journal
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• v.41 no.3
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• pp.1-22
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• 2020

The purpose of this study was to investigate the relationship of job satisfaction, self-encouragement, and subjective well-being of public kindergarten teachers. To achieve this, a questionnaire was given to 121 teachers in public kindergartens, and the data were analyzed through descriptive statistics and independent-sample t-tests. The main results of this study are as follows: First, job satisfaction, self-encouragement, and subjective well-being of the teachers were above medium level, while negative affect was lower. Second, public kindergarten teachers with higher job satisfaction showed significantly higher subjective well-being than those with lower job satisfaction. Third, teachers with higher levels of self-encouragement showed significantly higher subjective well-being than those with lower job satisfaction. Fourth, in the case of teachers with higher job satisfaction, those with higher levels of self-encouragement showed significantly higher subjective well-being than those with lower levels. The results suggest that the subjective well-being of the teachers depends on the level of their job satisfaction and self-encouragement, and that even if they do have low job satisfaction, high self-encouragement could have a positive effect for them. The results of this study are discussed, and suggestions provided for further research.

• Journal of Convergence for Information Technology
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• v.10 no.4
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• pp.81-88
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• 2020

The purpose of this study is to investigate the effects of the job stress and ego-resilience of kindergarten teachers life satisfaction, and to explore ways to improve life satisfaction. 198 public and private kindergarten teachers and childcare center teachers in Gangwon-do were asked to respond by using job stress, ego-resilience, and life satisfaction questionnaires. Based on the collected data, Pearson's correlation coefficient analysis and hierarchical multiple regression analysis are as follows. First, the higher the job stress of the kindergarten teacher, the lower the life satisfaction, and the higher the ego-resilience, the higher the life satisfaction. In particular, the reward, a sub-variable of job stress, had a significant negative correlation with the kindergarten teacher's ego-resilience and life satisfaction. Second, the predictors of relationship resilience, energy, and reward significantly influenced the life satisfaction of kindergarten teachers, and the relationship resilience was relatively explanatory about life satisfaction. This study suggests that an educational plan to be explored to improve ego-resilience for kindergarten teacher's life satisfaction.