• Korean Journal of Child Studies
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• v.22 no.3
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• pp.91-106
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• 2001

This study examined relationships between peer variables and externalizing behavior problems of 290 4th and 5th grade children in elementary school. The children completed the Friendship Quality Scale and the peer nomination questionnaire. Parents and teachers rated behavior problems of children using the Connors' Rating Scale. Results indicated that rejected children had more behavior problems than popular, average, or neglected children. Socio-emotional supports from a close friend and satisfaction with the friend were negatively related to behavior problems. Behavior problems were mainly predicted by low peer acceptance, and behavior problems of rejected children were negatively and strongly related to socio-emotional supports of a close friend. In conclusion, peer rejection was a risk factor and a friend's support was a protective factor for externalizing behavior problems in 4th and 5th graders.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.71-81
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in the classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total of 316 fourth-, fifth-, and sixth-grade elementary students participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, and then students were manipulated by classroom goal structure and feedback. Multiple regression analysis results suggested that students' perception of learning from error was affected mostly by relationships with peers, followed by relationships with teacher and the type of feedback. Students' perception of risk taking for error was also affected by relationships with peers and teacher, followed by the classroom goal structure. However, classroom goal structure and feedback did not affect their perception of thinking about error to improve their learning as well as error strain. These results imply how the classroom climate should be structured to improve perception of errors to improve student's learning.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.381-400
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• 2019

This study investigated how abuse and neglect experience by parents affect self-respect, relationship with teachers and variance of emotional problem. Also we verified whether self-respect and relationship with teachers mediates relation between abuse and neglect experience and variance of emotional problem. The results of this study are as follows. First, adolescents who experienced abuse and neglect appear to have emotional problems such as depression, social withdrawal, and somatic symptoms. Furthermore, youth who have abuse and neglect experience have difficulties in self-respect and relation with teachers. Second, self-respect and relationship with teachers have significant indirect effect on relation between abuse and neglect experience and variance of emotional problem. Third, although relation between abuse and neglect experience and relationship with teachers represent positive correlation, the regression coefficients in the direct path are significant in the opposite direction, resulting in a suppression effect. Finally, implications for interventions, limitations of the study, and suggestions for future research were discussed.

• The Korean Journal of Community Living Science
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• v.19 no.1
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• pp.45-54
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• 2008

The purpose of this study was to identify the relationships between early childhood socioemotional development and day care experience and daycare quality. The subjects were 116 children, age 5 years old, from 17 daycare centers. The teachers at the 17 daycare centers rated the quality of their facility while the mothers of the 116 children assessed their children's socioemotional development. Daycare experience was composed of: the time period, hours per day, and the child's starting age at enrollment in daycare. Daycare quality was measured by questionnaire developed by Park(1995). Children's socioemotional development was rated by K-CBCL (Oh et al. 1997). The results were as follows. First, starting daycare experience less than 2 years of age, attending more than 6 days per week, and attending more than 8 hours per day of daycare experience were negatively related with children's development. Second, quality of daycare such as child-centered curriculum, abundant interaction between teachers and parents, opportunity for continuing education of teachers, higher levels of rewards and incentives for teachers, and the provision of nutritious food were positively related to the children's development.

• Korean Journal of Human Ecology
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• v.10 no.2
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• pp.153-163
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• 2001

The purpose of this study was to find the relationship between the leadership type of the chief and the occupational satisfaction of a teacher as well as the desirable type to fullfill the educational purpose of pre-school institutes. The subject of this study were 191 teachers in private pre-school institutes. Halpin's "Leadership Behavior Description Questionnaire" and Paula Jorde Bloom(1989)'s "Early Childhood Job Satisfaction Survey" have been modified and used for this study. The results are as follows: First, the leadership types of the chief teacher is recognizing can be classified into effective leadership, initiating structure, consideration, and ineffective leadership. Second, in regard to the occupational satisfaction of teachers they are satisfied with occupation itself and relationship between people rather than pay, social stability, and the environment of working. Third, the relationship between the leadership types of the chief and the occupational satisfaction shows the meaningful difference and consideration among the leadership types indicates the higher satisfaction of teachers. On the other hand, the type of ineffective leadership shows the lower satisfaction. As a result, the type of leadership of consideration contributes to the satisfaction rather than the types of leadership such as effective, ineffective, and initiating structure.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.203-225
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• 2018

Objective: The aim of this study was to examine the mediated effect of teacher-infant relationships between teacher efficacy and infant's adjustment to child care centers. Methods: A total of 137 child care teachers that lived in Gwangju and Jeollanamdo participated in this study. They were asked to answer two survey questionnaires for two infants. The data were analyzed using analysis of frequency, Pearson's correlation coefficient, and hierarchical multiple regression analysis. Results: The main results are as follows. First, teacher-infant relationships partially mediated the relationship between teacher efficacy and two sub-factors (prosocial behavior and day work adjustment) of adjustment in child care centers. Unlikely as it was, several sub-factors such as positive emotion, peer adaptation, and self-strength were fully mediated by teacher-infant relationships. Conclusion: The present study suggests that it is necessary to improve teacher-infant relationships with teacher efficacy in order to improve infants' adaptation to daycare. In addition, it should be understood that the structural relationship of the influence factors is different depending on the sub-factors of the child care adjustment.

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.575-595
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• 2006

In this paper, we investigated the effects of mathematics classes using play-action programs in the course of mathematics education of future elementary school teachers. This study was conducted with 43 junior university students who selected 'Play Mathematics' in 2006. All the participants in this course was divided 11 groups. Play-action mathematics programs was consisted of 12 themes. For example, there was tangram, somacube, hexamino, tessellation, geoboard etc. In the beginning of lessons, we investigated theses themes itself through plays, puzzles, games, and computer programs. And next time, we investigated the relationships between these themes and elementary mathematic textbooks(i.e. mathematical contents). In 14th and 15th lessons, all the groups took a project presentation lessons that included all things about play mathematics in all group categories. And they developed two themes of play mathematics in accordance with grades, contents, levels as course tasks. Through this study, three educational effects induced. First, future elementary school teachers have a deep understanding about play-action mathematics. They are interested in these play themes, and take part in these play mathematics programs of their own accord. And they realize that these play themes are related to elementary mathematics. Second, future elementary school teachers' attitude and mind about mathematical are improved after this course. Third, future elementary school teachers comprehend various instruction methods relating to play mathematics. Therefore, we suggest that future elementary school teachers need to have many opportunity to experience and develop a mathematics classes using play mathematics.

• Journal of the Korean Home Economics Association
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• v.18 no.4
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• pp.47-63
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• 1980

In order to investigate the current curriculum activities of home economics education secondary schools and the satisfaction and consciousness of teachers in home economic education, 158 teachers I Youngnam district were randomly selected for a series of questionnaire concerning home economics education in the secondary schools. The conclusion obtained from the data based on the questionnaire are; (1) Most of the teachers were considering that the subjects of home economics education are essential parts in developing the fundamental ability of human beings and that the subjects, therefor, should be extended to boy students as well as girls students; (2) Most of the subjects in home economics education were controlled and taught by a teacher on the school-year basis and very few subject were taught by specialists having majored in the university; (3) One of the most prominent difficulties in teaching career was lack of facilities followed by lack of the most prominent difficulties in teaching career was lack of facilities followed by lack of finances, lack of understanding of principals' with the subjects; Lack of students(interest to the subject due to the current entrance examination system for colleges/universities, excessive number of students in class, and inability of student sand teachers for the subjects concerned about; (4) Most secondary school teachers of home economics education were comprehensively taking part in the education of sexual morality of students; (5) Most teachers of home economics education in secondary schools had the satisfaction of being successful in life due to the fitness of their interest, the contribution to the society with their ability and the economic independence resulted form the improved relationships of human beings and the better visions; (6) Teaching careers of housewives were considered a pride of the family and supported by their children and husbands; (7) The most concerned problem for the women in teaching careers was an educational work for their children and lastly (8) The women in teaching careers were considered to be respectable in the comprehensive society being included by children, senior staffs and colleagues.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.317-326
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• 2022

In this study, three health teachers assigned to J-do were analyzed through the FGI research method to find out the difficulties, resolution process, and implications of new health teachers in adapting to teaching during COVID-19. As a result of the study, first, there were difficulties in relationships with parents, especially in the course of numerous calls and daily school status reports in the course of handling infectious diseases. After getting used to the COVID-19 work to some extent, beginning health teachers were burdened with having to think about health room work alone, difficulties in health classes for various students, and the burden of showing expertise as the only medical personnel in emergency situations. Second, new health teachers continued to share and communicate related information through online health teacher groups and YouTube to solve the difficulties of teaching. Third, this teaching adaptation process suggests that specific training to provide practical help to new health teachers is needed at the education office level, and it is necessary to support infrastructure such as class contents related to health classes.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.101-124
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• 2011

This paper investigated the relationships among Korean EFL learners' listening anxiety, listening strategy use, and listening proficiency. One hundred and forty four Korean college students who were enrolled in the required practical English classes participated in this study. Questionnaires related to students' listening strategy use and listening anxiety were administered and a TOEIC listening comprehension test was given to measure the students' listening proficiency. The one-way ANOVA was used to analyze the data. The findings of this study are that the students' listening performance is positively correlated with their strategy use and negatively correlated with their anxiety level, and their strategy use is negatively correlated with their anxiety level. The results suggest that successful learning will occur when anxiety is reduced and when the use of strategies is encouraged more often. The pedagogical implications for EFL educators and teachers are described.