• 한국산학기술학회논문지
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• 제17권2호
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• pp.240-245
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• 2016

본 연구의 목적은 유아교사의 조직 내 인간관계와 교사리더십의 관계를 알아보고 인간관계에 미치는 교사리더십의 영향을 알아봄으로써, 유아교육 현장에서 교사의 바람직한 인간관계 형성을 위한 방안을 탐색하는 것이다. 이를 위해 충청남도와 대전광역시에 위치한 유치원과 어린이집에 재직 중인 교사 215명에게 5점 척도의 질문지를 사용하여 자료를 수집하였다. 수집된 자료는 SPSS통계 프로그램을 이용하여 리더십과 조직 내 인간관계의 관계성을 알아보기 위하여 상관관계를 실시하였고 리더십이 유아교사의 조직 내 인간관계에 미치는 영향을 알아보기 위하여 단계적 회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 교사 리더십과 인간관계는 모든 하위 변인에서 정적 상관관계가 나타났다. 즉, 유아교사의 리더십이 높게 나타날수록 조직 내 인간관계가 바람직하게 형성되었다고 인식하였다. 둘째, 유아교사의 조직 내 인간관계에 영향을 미치는 교사리더십은 과업주도성, 공동체성, 목표지향성 순으로 나타났다.

• 한국보육지원학회지
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• 제12권4호
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• pp.93-110
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• 2016

The purpose of this study was to analyze the effects of toddler's temperament and toddler-teacher relationship on their peer interaction, focusing on gender differences. A total of 221 toddlers(122 boys and 99 girls) attending 16 child care centers in South Korea participated in this study. Each toddler was observed during a free-play period in the classroom over 4 sessions of 5 minutes, so a total of 20 minutes was measured. Two observers scored recorded observation scenes with two peer interaction criteria, including interaction initiation and interaction participation level. The main results of this study are as follows: First, there was a signigicant gender difference in peer interaction and toddler's temperament and toddler-teacher relationship. Second, the factor of toddler-teacher relationship significantly predicted the boys' peer interaction, while for the girls, the significant predictor was intentional control of temperamental factors. Further, implications for different approaches according to the gender difference of the affecting factor on toddlers' peer interaction have been discussed.

• 한국심리학회지 : 문화 및 사회문제
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• 제10권spc호
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• pp.87-115
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• 2004

이 연구에서는 청소년의 일탈행동에 대한 이해를 위해, 청소년에게 의미있는 인간관계를 중심으로 그 영향을 살펴보는데 초점을 두었다. 이를 위해 최근에 이루어진 부모자녀관계, 친구관계 및, 교사학생관계와 청소년의 일탈행동에 관련된 선행 연구의 결과들을 개관하였다. 이러한 경험과학적 연구 결과들에 대한 종합을 토대로, 부모자녀관계와 일탈행동에 관련하여 다음과 같은 세 측면에서 논의가 시도되었다: 1) 부모의 적대적이고 거부적인 양육태도의 영향, 2) 부모의 자녀 성취에 대한 낮은 기대와 압력, 3) 가장 믿고 의지하고 싶은 존재인 부모로부터 버려진 경험. 친구관계와 일탈행동에 대해서도 세 가지 면에서 논의하였다: 1) 친구 사회적 지원의 증가와 부모나 교사 사회적 지원의 감소, 2) 일탈행동 촉진자로서 친구와 관련된 생활 환경의 개선, 3) 일탈 청소년 하위집단별 다양한 친구관계 유형. 한편 교사학생관계와 일탈행동에 관련하여서는 다음과 같이 논의점이 정리되었다: 1) 교사와 적대적인 관계를 형성하고 있는 일탈 청소년, 2) 교사와 부정적인 관계의 회복, 3) 처벌의 효과에 대한 숙고.

• 한국보육학회지
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• 제19권2호
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• pp.57-69
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• 2019

본 연구는 유아의 기질과 또래놀이상호작용의 관련성에서 교사-유아관계의 친밀감과 갈등의 조절효과를 검증하고자 하였다. 연구대상은 경기도 및 인천시 어린이집과 유치원 11곳에 재원 중인 만 4세 유아 606명이다. 교사 보고법을 사용하여 유아의 기질과 또래놀이상호작용 및 교사-유아관계가 측정되었다. 수집된 자료는 상관관계와 위계적 회귀분석을 사용하여 분석되었다. 연구결과를 보면, 의도적 통제와 놀이방해의 관련성에서 교사-유아관계의 친밀감의 유의미한 조절효과가 나타났으며, 교사-유아관계의 친밀감이 높은 경우에는 의도적 통제가 놀이방해에 미치는 영향이 감소되었다. 정서성과 놀이단절의 관련성에서 교사-유아관계 친밀감의 유의미한 조절효과가 나타났으며, 교사유아관계의 친밀감이 낮은 경우에는 정서성이 놀이단절에 미치는 영향이 증가되었다. 또한 정서성과 놀이단절의 관련성에서 교사-유아관계의 갈등은 유의미한 조절효과가 나타났으며, 교사-유아관계의 갈등이 높은 경우에 정서성이 놀이단절에 미치는 영향이 증가되었다. 따라서 또래관계에 어려움이 있는 유아의 경우 기질 뿐만 아니라 교사관계와 같은 환경요인을 함께 고려할 필요가 있음을 알 수 있다.

• 한국보육지원학회지
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• 제16권5호
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• pp.69-86
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• 2020

Objective: The purpose of this research was to examine the prediction models of conflict and intimacy in teacher-child relationships based on decision tree analysis. Methods: The participants were 297 preschool children from ages three to five including 166 boys and 131 girls. Teacher-child relationships were measured by the Student-Teacher Relationship Scale(STRS). Physical aggression, relational aggression, social withdrawal, and prosocial behaviors were measured by teacher ratings. Moreover, ADHD-RS(Attentive Deficit Hyperactivity Disorder Rating Scale) was used to measure ADHD. The data was analyzed with decision tree analysis. Results: According to the prediction model for teacher-child conflict, the significant predictors were physical aggression and social withdrawal. According to the prediction model for teacher-child intimacy, the significant predictors were prosocial behaviors and relational aggression. However, children's age, gender and ADHD were not significant predictors. Conclusion/Implications: The findings suggest that social behaviors may be closely related with teacher-child relationships for preschool children. Based on the results of this study, intervention suggestions were made.

• 대한가정학회지
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• 제45권8호
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• pp.49-59
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• 2007

This study was intended to investigate the influence of teacher empowerment on organizational? effectiveness, and the moderating effects of personal and organizational characteristics on the relationship of teacher empowerment and organizational effectiveness in early childhood educational institutes. The subjects in this study were 808 teachers who worked at kindergartens and childcare centers located in all parts of Korea. This study was surveyed with the questionnaires. The results are as follows. Firstly, teacher empowerment had a positive and meaningful influence on all components of organizational effectiveness, such as organizational commitment, job satisfaction, and job performance. Secondly, as for the moderating effects of personal and organizational characteristics on the relationship of teacher empowerment and organizational effectiveness, teachers' educational background had moderating effects on job performance of organizational effectiveness, and married or unmarried status of teachers, teachers' experiences in other institutes, type of institute, and the number of teachers working in an institute had moderating effects on organizational commitment. Also, the number of teachers working in an institute had moderating effects on job satisfaction. However, teachers' period of service in their present institutes didn't have moderating effects between teacher empowerment and organizational effectiveness.

• 대한가정학회지
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• 제49권4호
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• pp.37-50
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• 2011

The purpose of this study is to examine the relationships between children's roles, parental attachment, teacher's concerns and school adjustment among Children's Alcoholics(COAs). Participants were 2,803 middle and high school students in Seoul. The regression analysis results showed that hero role was positively associated with school bonding and academic performance but increased the level of anxiety/depression. Meanwhile, scapegoat and lost children's roles were negatively associated with school bonding and also increased the level of anxiety/depression. Mascot role were positively associated with school bonding and academic performance but had no relation with anxiety/depression. Regarding moderating effects, maternal attachment moderated the relationship between scapegoat role and school bonding while teacher's concerns moderated the relationship between hero role and anxiety/depression, and the relationship between scapegoat role and anxiety/depression. These findings suggested that practitioners need to consider the contributions of children's roles on school adjustment and moderating effects of maternal attachment or teacher's concerns when intervention programs are developed to improve school adjustment among COAs.

• 한국보육지원학회지
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• 제19권1호
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• pp.1-21
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• 2023

Objective: The purpose of this study was to examine the structural relationship among child care center innovativeness, the early childhood(EC) teacher's digital literacy(DL), technostress and teacher efficacy. Methods: The participants were 454 EC teachers and were selected only if they had worked for more than one year. The innovativeness of childcare centers, the teacher's DL, technostress, and teacher efficacy were assessed through online self-report questionaries. Data were analyzed through ANOVA, t-test, and SEM. Results: First, DL and technostress of EC teachers differed in some ways depending on the teacher's demographic background, the characteristics of their working institution, and their educational level of digital skills. Second, the childcare center innovativeness directly had a significant positive effect on DL, technostress, and efficacy of the teachers. In addition, the effect of the innovativeness on teacher efficacy was mediated by DL and technostress of the teachers. Conclusion/Implications: The more efforts made of childcare centers for recognizing the rapid development of DL and trying to change, the better the teacher's scores of DL and the appropriate technostress were, which increases teacher efficacy. So, continuous training and education for teachers with consideration of age and teaching experience, as well as public aid to improve teachers' DL skills are required.

• 한국보육지원학회지
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• 제12권2호
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• pp.183-200
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• 2016

This study examined the mediating effect of emotional labor in the relations between teachers' emotional intelligence and teacher-child interaction of novice early childhood teachers. The sample consisted of 248 novice early childhood teachers in Gyeonggi Province. The structural equation modeling was conducted using AMOS to test the fit of a hypothesized structural model. The mediating effect of emotional labor was verified by the bootstrapping approach. The results were as follows: First, teacher-child interaction was positively associated with teachers' emotional intelligence and deep acting in emotional labor was negatively associated with surface acting in emotional labor. Next, surface acting in emotional labor had a mediating effect on the relations between emotional intelligence and teacher-child interaction. Finally, deep acting of emotional labor had a partial mediating effect on the relationship between emotional intelligence and teacher-child interaction. Based on these findings, ways to enhance teachers' emotional intelligence in relation to the novice teachers' emotional characteristics, and to improve recognition on emotional labor were discussed.

• 한국보육지원학회지
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• 제14권4호
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• pp.109-126
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• 2018

Objective: The purpose of the present study was to explore the moderating role of children's verbal ability in the relation between shyness and teacher-child relationships. Methods: Participants were 200 children, their mothers, and their kindergarten teachers. Children's shyness was rated by their mothers and teachers, and children's verbal ability was measured using the language problem solving ability test. And teachers completed a rating scale in order to examine the teacher-child relationship. The collected data were analyzed using correlations and hierarchical multiple regressions. Results: Children's shyness had a negative relation to close teacher-child relationships. And child's verbal ability was significantly related to teacher-child relationships. Hierachical regression analysis indicted to the interaction of child's shyness and verbal ability predicted close teacher-child relationships. Children's shyness, those who demonstrated the lowest level of child's verbal ability, was significantly associated with close teacher-child relationships. Children's shyness had no significant relation to close teacher-child relationships, especially for the highest level of children's verbal ability. Conclusion/Implications: We suggested that verbal ability training for children might be valuable for shy children in order to buffer the link between shyness and teacher-child relationships.