• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.1-14
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• 2021

Objective: The purpose of this study was to classify early childhood educators' perfectionism types and to identify differences in teacher self-efficacy and teachers burnout according to the types of perfectionism. Methods: The participants of this study were 309 teachers working at early childhood education centers in Seoul, Gyeonggi-do, Daejeon, Se-jong, Kim-Cheon, and Hong-Sung, South Korea. Early childhood educators were surveyed regarding perfectionism, teacher self-efficacy and teacher burnout. The collected data were analyzed using K-means cluster analyses and analysis of covariance. Results: Cluster analyses with self-oriented perfectionism and other-oriented perfectionism as cluster variables resulted in three types of perfectionism among early childhood educators; 'self-other directed perfectionism(33.0%)', 'other directed perfectionism(35.0%)' and 'non perfectionism(32.0%)'. Educators with self-other directed perfectionism reported higher teacher self-efficacy and lower teacher burnout than educators with other directed perfectionism or with non perfectionism. Conclusion/Implications: Early childhood educators' perfectionism may be a significant personality trait linked to quality of education and care in real education settings.

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.53-64
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• 2014

The purpose of the study is to develop a scale for measuring learning outcomes in the distance teacher training programs. In order to develop the measurement instrument, the forty-four items were developed based on the literature review and ten experts' review. For data collection, a web-based survey was conducted among teachers taking a distance teacher training program at National Education Training Institute. With the data of 205 sample size from the first survey, the Exploratory Factor Analysis was conducted and seven factors were identified. In order to validate the test, the Confirmatory Factor Analysis was performed with 293 respondents from the second survey. In conclusion, this study reports the reliability and validity of a scale for learning outcomes in distance teacher training programs consisting of seven factors with 34 items; 1) system quality, 2) content quality, 3) service quality, 4) use, 5) benefit, 6) satisfaction, 7) transfer.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.223-228
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• 2023

This study examines the relationship between teacher-perceived teaching efficacy and happiness and teacher-infant interaction, and analyzes the effect of teaching efficacy and happiness on teacher-infant interaction. The purpose was to reveal that it was an important variable in the quality of action. Frequency analysis and descriptive statistics analysis were conducted for the Korean Children's Panel 7th year (2014) data, and Pearson's moment-moment correlation coefficient was calculated for correlation analysis between variables. Multiple regression analysis was conducted to examine the influence of teachers' teaching efficacy and happiness on teacher-infant and infant-infant interactions. The research results were as follows. First, teachers' teaching efficacy, teacher happiness, teacher-infant, and infant-infant interactions were all found to have significant positive correlations. Second, teachers' teaching efficacy was found to have a significant effect on teacher-infant and infant-infant interactions, and the influence increased when teacher's happiness was added. Therefore, we need to come up with a plan to increase teachers' teaching efficacy and teacher happiness at the same time so that the quality of teacher-infant and infant-infant interactions can be meaningfully improved.

• Journal of The Korean Association For Science Education
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• v.5 no.2
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• pp.99-112
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• 1985

As long as there is education, there will be teacher education. This statement implies that science education is the first step for the improvement of science education of the secondary schools. And science education must reflect an everchanging reality of scientific, technological, and social changes. However there have been problems in the curiculum and its operation for science teacher education. Therefore this research has its objectives to: 1) investigate the current goals of science education in the Korean secondary schools. 2) analyze the quality' and Knowledge required for science teacher to achieve the goals. 3) investigate the status and problems of science teacher education in korea and foreign countries. 4) develop a model for curriculum and its operation for desirable science teacher education. As a result of the study, a model for curriculum is described and the summary of the results of the study and suggestions for operation of the model are followed.

• The Mathematical Education
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• v.51 no.2
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• pp.145-160
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• 2012

Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.429-438
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• 2022

In this study, we propose a way to improve science teacher expertise through infographics creation teacher training program by analyzing the infographics types focusing on the Earth Science subject of the 2015 revised curriculum, and inspecting the teachers' utilization of graphic tools. The data visualization characteristics of Earth Science textbooks were analyzed, the execution results of the infographics creation teacher training program were presented, and a survey on science teachers' change in perception and competency of infographics. As a result of the Earth Science textbook analysis, diagram-type, map-type, and comparative analysis-type infographics were frequently used, and were mainly presented as text-assisted-type infographics. The infographics creation teacher training program was conducted five times for 112 science teachers to create the complete, text-assisted, incomplete, and gradient-type infographics. Incomplete infographics for development of evaluation questions were most needed. Although many science teachers recognize the importance of infographics, they lacked the competency to create high-quality infographics because there were no training opportunities for infographics creation. After completing the training, 74.1% of teachers felt that the quality of developments of supplementary textbooks and evaluation questions had improved, and answered that it was helpful in re-educating knowledge and improving teaching-learning methods. Based on the research results, ways to improve science teacher expertise through infographics creation teacher training program were suggested.

• The Southeast Asian review
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• v.20 no.2
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• pp.101-133
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• 2010

Nowaday our school education have been undergone decisive influences by the entrance and examination-oriented education system. To enter universities which belong to top classes in Korean society could be look upon the important success of school education, and it could be equaled to the quality of competent teacher(teacher's professionalism). However, the creativity and knowledge composition ability in the school education will be considered seriously in the coming of 21st century knowledge, information-oriented and globalization society. In this situation, we try to trace about the system and style of foreign school education which is unfamiliar to us, spontaneously we should explore the educational implication which affects to our school education. In this paper, we have reviewed about the present condition and the current situation of Philippines school education(San Beda College Alabang and Rizal Campus). Of course, we tried to observe the practical education activities including a curriculum, teacher, teaching and studying method and student activity. Through this trial, we tried to suggest the effective environment and methodology for the improvement in quality of our school education. Philippines school education 1) could be achieved educational ideas and goals based on the spirit of school establishment, 2) could be gained teacher's professionalism through the system of Coordinator and Prefect, 3) could be conducted learner-centered lessons by the learning method of exploration, discussion, task-resolving, 4) was able to created a pleasant school education through the development and application of a variety of educational programs.

• Journal of Families and Better Life
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• v.31 no.5
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• pp.33-45
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• 2013

Thise study is designed to demonstrate the influence of socio-demographic variables(age, education, career history and marital Status), alexithymia, burnout, and adult attachment on child disciplinary styles; childcare teachers in charge of young children were studied. The purpose of the study is to provide information about the desirable disciplinary styles of a childcare teacher in order to strengthen the quality of childcare education. The data collected in this study showed the following results: First, the age, education, career history and marital status of a teacher produced good results statistically irrelevant to the their child disciplinary style. Second, a high level of negative correlation was found among alexithymia, burnout, adult attachment and the child disciplinary style of a childcare teacher. In other words, if a teacher shows a high level of alexithymia, burnout, and adult attachment, it is likely that the teacher's child disciplinary style is coercive and neglect, and the teacher tends to give an illogical explanation. Third, in contrast to the other variables, burnout and adult attachment have a greater effect on child disciplinary style than alexithymia.

• Korean Journal of Childcare and Education
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• v.17 no.2
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• pp.121-142
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• 2021

Objective: The purpose of this study is to examine the mediating effect of teacher-child emotional, verbal, and behavioral interactions on the relationship between teacher playfulness and children's peer abilities. Methods: The research method used the questionnaire method to collect data on 420 children aged 3-5 years old, targeting 108 homeroom teachers working at early childhood education institutions located in Seoul and Gyeonggi area. The collected data was analyzed using the IBM SPSS 23.0 statistical program and the PROCESS macro of Hayes (2013). Results: This study confirmed that teachers' verbal, emotional, and physical interactions are closely related to young children's peer competence. In addition, it was confirmed that the teacher's playability is an important variable that affects not only the emotional, verbal, and physical interactions between the teacher and the infant, but also the peer competence of young children. Conclusion/Implications: The results of this study have significance as basic data that suggests that it is necessary to improve the playability of teachers and increase the quality level of the multifaceted aspects of teacher-infant interaction in order to support young children's peer competence.

• Korean Journal of Childcare and Education
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• v.12 no.5
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• pp.1-16
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• 2016

The purpose of this study is to examine the mediating effects of teachers' psychological well-being between teachers' attachment history and child-teacher relationships. The participants of this survey were 342 teachers from 41 day care centers and 11 kindergartens in four metropolitan cities and five provinces in Korea. The collected data were analysed through frequency and percentage calculation, Pearson's correlations, and the mediation methods suggested by Baron & Kenny(1986) were calculated by using SPSS 21.0. The findings are as follows. First, the percentage points of the attachment history of early childhood, the teachers' psychological well-being and the child-teacher relationship were higher than the average. Also, all the variables had correlations. Second, the teachers' psychological well-being partly mediated the relations between attachment history and child-teacher relationships. These results imply that teachers' psychological well-being is needed for positive child-teacher relationships, and can provide policy implications for teachers' psychological well-being in order to improve the quality of child-teacher relationships.