• 아동학회지
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• 제27권2호
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• pp.71-84
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• 2006

This study investigated the relationship between types of attachment and social adaptation of kindergarten children. Subjects were 108 3-year-old children, their mothers, and their teachers. Results showed that children securely attached to both mother and teacher adapted better than children who were insecurely attached to both mother and teacher. Children who were securely attached to mother but insecurely attached to teacher, and children who were insecurely attached to mother but securely attached to teacher adapted better than children who were insecurely attached to both mother and teacher. This study suggests that the quality of child-mother or child-teacher attachment affects children's social adaptation with the passage of time in kindergarten.

• 한국수학교육학회지시리즈A:수학교육
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• 제54권2호
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• pp.195-206
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• 2015

The purpose of this study is to examine the effects of teacher on fourth-grade students' attitudes toward mathematics using data from TIMSS 2011. Students' attitudes toward mathematics included interest in learning mathematics, interest in mathematics lessons, and confidence in their mathematics ability. Teacher factors included mathematics professional development, confidence in teaching mathematics, teacher-centered mathematics instruction, and enhancing student mathematical thinking. The two level Hierarchical Linear Model was employed to analyze the relationship between teacher factors and student attitudes. Results showed that teacher-centered mathematics instruction significantly and positively predicted students' confidence about their mathematics ability. The findings suggest that school systems and mathematics educators need to provide teachers with the curriculum, assessment, and research-based practices and knowledge to overcome the obstacles to change their mathematics classroom.

• 한국환경교육학회지:환경교육
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• 제23권3호
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• pp.115-125
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• 2010

This study conducted a survey on recognition of teachers, students, and Parent Teacher Association(PTA) for the Education for Sustainable Development from April to October, 2008. It confirmed a couple of facts, which were summarized as follows; First, among eight educational areas including Environmental Education, Energy Education, Gender Education, World Heritage Education, Multi-cultural Coexistence Education, Peace Education, Education for human rights, and Education for international understanding that UNESCO had offered, this study showed that the 'Environmental Education' is a relatively important area comparing with others. Second, 54.4% of the respondents have agree with the need of the education for sustainable development in the middle school and the high school, and 54.1% of them showed their willingness to participate in the program. Third, because 49.2% of the respondents chose 'important' on the question of 'how important the field education and the experience education are', it looked like most of them agreed with the importance of the field education and the experience education. Fourth, because 61.1% of the responded teachers chose 'need' on the question of 'if it needs relationship with other studies', it looked like most of them agreed with the necessity of relationship with other studies. Fifth, 62.5% of the respondents chose 'no' on the question of 'if they conduct the education for sustainable development Even if some wanted the education for sustainable development, most of them would not do it in the regular curriculum, but in the special activity class or teacher's discretional time. Sixth, most respondents indicated the teacher's class burden and the teacher's lack of knowledge as the problem if the education for sustainable development would be conducted. This result implied that in order to vitalize the education for sustainable development, the teacher's class burden should be reduced and the teacher train program is necessary. Finally, urgent requested studies could improve the education for sustainable development in communities and schools, because the result of the survey showed education, natural observation learning, and visiting ecological parks as important elements.

• 한국학교수학회논문집
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• 제26권2호
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• pp.71-86
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• 2023

팬데믹 이후 '평등'이 사회적 화두로 다시금 제기되면서 교육평등에 대한 관심이 높아지고 있다. 이러한 맥락에서 본 연구는 교육평등 실행 방안의 탐색을 위해 PISA2012 자료를 활용하여 다양성 수용수업이 저소득층 학생들의 수학성취도에 주는 영향을 실증적으로 분석하였다. 분석 결과에 따르면, 다양성 수용 수업은 저소득층 학생들의 수학성취도와 정적 상관관계를 가지며 다양성 수용 수업이 교사-학생 관계를 매개로 하여 저소득층 학생의 수학성취도에 긍정적인 영향을 준다는 것을 확인할 수 있었다. 본 논문의 분석 결과는 학생의 다양성을 수용하고 교사가 학생과 지속적 돌봄의 관계를 형성하며 학생의 잠재력을 개발하는 교수법이 저소득층 학생의 교육적 취약성을 보완하여 수학성취도를 높일 수 있음을 실증적으로 보여주었다는 점에서 중요성을 찾을 수 있다. 분석 결과를 바탕으로 하여 다양성 수용 수업의 효과에 대한 실증적 검증을 다양한 취약 집단 학생의 수학성취도 분석으로 확장함으로써 다양성 수용 수업이 교육 평등 실행 방안으로서 갖는 효과성을 실증적으로 검증하기 위한 후속연구의 필요성을 제안하며 교육평등 실행을 위한 시사점을 논의하였다.

• 한국의류학회지
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• 제10권2호
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• pp.51-57
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• 1986

This study was attempted to investigate the relationship between fashion leadership and self-confidence. Self-confidence was measured with Kim's Personality Scale, and fashion leadership was assessed with Hirschman and Adcock's questionnaire. These questionnaires were administered to 412 unmarried women in Taegu. For statistical analysis, the Pearson's Product-moment correlation coefficients, F-test, and Scheffe test were used. The results were as follows: 1. There was highly significant relationship between fashion opinion leadership and fashion innovativeness. 2. There was significant positive relationship between fashion leadership and self-confide-rice. 3. There was significant difference in self-confidence between innovative communicators and non-innovative communicators.

• 한국지역사회생활과학회지
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• 제28권1호
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• pp.115-130
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• 2017

This study was conducted to examine the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness. The sample included 308 early childhood education major students, and the data were collected using the Modified Orientation to Teach Survey (MOTS), Teaching-belief type scale, and self-directed learning readiness scale. A statistical analysis included correlation analysis and stepwise multiple regression analysis. The results were as follows: 1) analysis of the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness conveys that intellectual stimulation and self-directed learning had the strongest relationships while nature of work had the weakest. For educational belief and self-directed learning readiness, maturationism and interactionism showed significantly positive correlations while behaviorism displayed a negative correlation. Behaviorism had a significantly negative correlation with openness for challenge, a sub-factor of self-directed learning. 2) Analysis of the effect of pre-service early childhood teacher's motivations of choosing a teaching profession and educational belief on self-directed learning readiness indicates that pre-service early childhood teacher's motivations of choosing a teaching profession had a stronger effect on self-directed learning. These results suggest the following: successful performance as an early childhood teacher not only requires receiving institutionalized education but also self-directed learning while working as an early childhood teacher.

• 한국심리학회지 : 문화 및 사회문제
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• 제22권1호
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• pp.65-85
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• 2016

본 연구는 교우관계와 다문화수용성, 그리고 교사관계와 다문화수용성의 종단적 관계를 분석하였다. 분석 자료로는 한국청소년정책연구원(NYPI)의 한국아동·청소년 패널조사(KCYPS) 데이터 중 2011~2013년에 조사한 중1패널 2차년도 데이터(중학교 2학년), 중1패널 3차년도 데이터(중학교 3학년), 중1패널 4차년도 데이터(고등학교 1학년)를 사용하였다(N=2,178). 종속변수를 다문화수용성으로 설정하고, 독립변수를 교우관계와 교사관계로 설정한 뒤 다변량 잠재성장모형을 적용하여 분석한 결과는 다음과 같다. 첫째, 청소년의 교우관계, 교사관계, 다문화수용성의 수준은 시간의 흐름에 따라 증가함을 알 수 있었다. 둘째, 종단적 관계에서 교우관계는 다문화수용성에 정적으로 유의한 영향을 나타냈다. 즉 친구와의 관계가 원활할수록 다문화수용성의 수준도 높아졌다. 셋째, 종단적 관계에서 교사관계는 다문화수용성에 정적으로 유의한 영향을 나타냈다. 즉 교사와의 관계가 좋아질수록 다문화수용성의 수준도 높아졌다. 본 연구는 이와 같은 결과를 통해 횡단적 분석이 주를 이뤘던 이전 연구들과의 차별성을 두었고, 다문화수용성의 함양을 위한 교육적 시사점을 제공하였다는 점에서 의의를 갖는다.

• 한국산학기술학회논문지
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• 제12권4호
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• pp.1646-1653
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• 2011

본 연구는 보육교사의 관심사와 유아의 창의성 증진을 위한 역할인식 및 교수효능감 간의 관계에 대해 분석해 보고자 하였다. 이를 위해 전라북도 J지역의 보육교사 156명을 연구대상으로 질문지 조사를 실시하였다. 연구결과 첫째, 보육교사의 관심사와 유아의 창의성 증진을 위한 역할인식 간에 정적 상관관계가 있는 것으로 나타났다. 하위 내용별로 살펴보면 생존관심사, 강화관심사, 갱신관심사, 성숙관심사에서 정적 상관관계를 보였다. 둘째, 보육교사의 관심사와 교수효능감 간에 정적 상관관계가 있는 것으로 나타났다. 하위내용별로 살펴보면 생존관심사, 강화관심사, 갱신관심사, 성숙관심사에서 정적 상관관계를 보였다. 결론적으로 보육교사 관심사는 유아의 창의성 증진을 위한 역할인식과 교수효능감을 예측하는 중요한 변인으로 보육교사들의 관심사를 이해하고 이에 대한 요구 분석을 통해 유아의 창의성 증진을 위한 역할인식 및 교수효능감을 향상시킬 수 있는 구체적인 교육환경 요건에 대해 논의하였다.

• 한국보육지원학회지
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• 제15권5호
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• pp.69-86
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• 2019

Objective: This study aimed to provide a systematic understanding of children's peer initiative and peer acceptance and to offer specific information to increase young children's social competence. Methods: Participants were 235 5-year-old children from six child care centers in Sejong City. The participants were interviewed to measure the peer acceptance of children attending the same class. Also, a survey was conducted on their teachers to measure children's peer initiative and the relationship with them. The collected data were analyzed by hierarchical regression using the SPSS 21.0 program. Results: The results showed that significant main effects of friendly and unfriendly peer-initiatives on peer acceptance were found. The effects of teacher-child relationships and their moderating effects, however, were partial; only main influences of close relationships and the interaction effects between peer-initiatives and close relationships were significant. That is, the relationships between improper initiatives and low acceptance levels among peers were more intense when children established conflict relationships with their teacher. Conclusion/Implications: We found that close teacher-child relationships play moderating roles on the pathway from peer initiative to peer acceptance as a protective risk factor for children.

• 아동학회지
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• 제33권4호
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• pp.129-141
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• 2012

The aim of this study is to examine the influence of job stress and teacher efficacy on early childhood teachers' job satisfaction levels. Data from 321 early childhood teachers working in kindergarten and child-care centers located in Incheon metropolitan city were collected. The data was analyzed by means of the SPSS 18.0 package. The results of this study were as follow; first, job stress was negatively correlated with job satisfaction. Job satisfaction levels were positively correlated with teacher efficacy. Secondly, job stress had a negative influence on job satisfaction levels. Teacher efficacy had a positive influence on job satisfaction levels. Thirdly, job stress had a directly negative influence on job satisfaction levels. It was also revealed that teacher efficacy had an indirect effect on the relationship between job stress and job satisfaction levels.