• Journal of the Korean Home Economics Association
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• v.44 no.9
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• pp.9-19
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• 2006

The purpose of this study was to investigate the relationships among early childhood teachers' attitudes toward music education, music teaching practice, and music teaching efficacy. A total of 255 early childhood teachers participated in the study and data were analyzed through frequency, percentile, mean, standard deviation, t-test, and Pearson's correlation. The results of this study indicated that early childhood teachers' music teaching efficacy, attitudes toward music education and music teaching practice were influenced mainly by the teacher's own educational level. They also showed that early childhood teachers' music teaching efficacy, attitudes toward music education, and music teaching practice were correlated with one another. In conclusion, the early child teachers' sense of music teaching efficacy turned out to be a very important factor in early childhood teachers' music education.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.63-85
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• 2018

Objective: The goal of this study is to examine child care center teachers'awareness of parents through a metaphor analysis. Methods: Metaphorical expressions and reason-statements were collected from 276 teachers. Metaphor analysis was used through categorizing and assorting by meanings. Results: The teachers' metaphorical image expressions of parents were analyzed by using 13 metaphorical expression words and 3 categories which included, influence on teacher's attitudes, parent-teacher relationships, and parents' attitudes. Metaphorical image expressions that had a high ratio were 'a companion' and 'a client.' First, child care center teachers had images of parents that parents provide courageous energy to them, and images of clients who demand service instead of being parents. Second, child care center teachers had images of parents that parents cooperate with teachers for the sake of their children. Third, child care teachers had images of parents that parents need help with their children. Conclusion/Implications: This study suggests that teachers will be able to positively correct their awareness of cooperative parent-teacher relationships by reviewing their metaphorical expressions of parental images.

• Journal of Families and Better Life
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• v.28 no.3
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• pp.129-137
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• 2010

This study investigated the relationships among collectivism, role conflict, and the organizational commitment of teachers in kindergartens and childcare centers. The subjects were 190 teachers who worked in a kindergarten or a childcare center in Daegu and in Gyoungbuk Province. Questionnaires were used to investigate collectivism, role conflict, and organizational commitment by self-reports from teachers. The collected data were analyzed by factor analysis, Pearson's correlation, and stepwise multiple regression using SPSS Win 15.0. The results were as follows. (1) Collectivism was positively associated with the organizational commitment of the teachers. (2) Role conflict was negatively associated with the organizational commitment of the teachers. Among the different types of role conflict, teaching profession conflict, co-worker conflict, and administration conflict were negatively associated with organizational commitment. (3) Role conflict was a better predictor of organizational commitment than collectivism. Additionally, administration conflict as a type of role conflict was a better predictor of organizational commitment than collectivism.

• The Journal of the Korea Contents Association
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• v.17 no.3
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• pp.1-14
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• 2017

This study aims to understand the influences that emotional and behavioral problems, relationships with parents, peer groups and teachers have on school refusal tendency and their routes targeting for 546 students of the 1st and 2nd grades in the boys' and girls' middle schools in G city and to conduct a path analysis by using Pearson's product-moment correlation and LISREL program. The results are the followings: First, significant correlation is shown in the all relationships, excluding the external problems out of emotional and behavioral problems, social support factor out of teachers-related variables, negative support factor out of parents-related variables. Second, emotional and behavioral problems have highly direct influence on school refusal tendency and relationship with parents without any meditator effect and has indirect influence on relationships with peer groups and teachers without having statistically significant and direct influence. Also, relationship with peer groups has statistically significant and negative effect on school refusal tendency without having statistically significant and direct influence, teachers relationship has statistically significant and direct effect on school refusal tendency and relationship with parents has indirect influence on school refusal tendency through relationship with peer groups and teachers relationship without having statistically significant and direct effect.

• Korean Journal of Child Studies
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• v.31 no.5
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• pp.1-15
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• 2010

The purpose of study was to investigate internal and external problem behavior according to types of multiple-attachments exhibited to both mothers and teachers. The subjects were 120 preschool children (between 4 to, -5 years old), their mothers and teachers. The attachment classification of these 120 preschoolers was evaluated by an attachment Q-set. Data was statistically analyzed by means of one-way ANOVA, and the Duncan test with the SPSS Win 13.0 program. Our results were as follows, Firstly, significant differences were observed in the internal problem behavior according to types of multiple-attachments. Second, significant differences were also observed in the external problem behavior according to types of multiple-attachments. This study suggests that secure attachment relationships with teachers may compensate for insecure relationships with mothers.

• Korean Journal of Child Studies
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• v.32 no.4
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• pp.167-183
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• 2011

This study examined whether any relationship exists between teachers' and children's perceptions of the teacher-child relationship and how factors such as the child's self-regulation and stress, and the teacher's self-efficacy and stress affect the teacher-child relationship. The participants for this study consisted of 101 kindergarteners and 17 teachers. Most of the children (88%) and teachers (88%) perceived teacher-child closeness. On the other hand, 22% of children and 11% of teachers perceived teacher-child conflict. The child's self-regulation affected both children's and teachers' perceptions of teacher-child closeness and conflict. The teacher's self-efficacy affected both children's and teachers' perceptions of teacher-child closeness. It also affected teachers' perceptions of teacher-child conflict. The child's and teacher's stress affected both children's and teachers' perceptions of teacher-child conflict. These findings were discussed with respect to implications for the classroom and future research.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.5-18
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• 1997

The purpose of the current study was to determine whether preschoolers' attachment relationships with their parents and socioemotional behaviors are related to their day care experiences in infancy and at the present time. The participants consisted of 59 preschoolers and their mothers from 2-parent, white, middle-class dual earner families in Madison, Wisconsin. Preschoolers' attachment quality was measured by two representational instruments: the Separation Anxiety Test and "My Family and Friends". Mothers completed questionnaires about their family background and their children's day care history. The quality of current day care was obtained from directors' reports about regulatable features of the day care centers. Teachers completed the Preschool Behavior Questionnaire. Data was analyzed by hierarchical multiple regression analysis. The results showed that the quality of preschoolers' attachment relationships with parents were significantly related to the amount of day care during infancy, the quality of current care, and children's gender. In addition, the amount of infant day care appeared to have negative relations with children's socioemotional behavior problems as evaluated by teachers.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1391-1404
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• 2012

This study was conducted for the purpose of analyzing the teachers' and students' preferences and reality with regard to their interaction in secondary school science classes. The subjects of this study were 180 teachers and 1,389 students. The contents of the questionnaire for the teachers included the quality of the personal relationships between the teachers and students as well as the teachers' recognition of teaching activities, and the questionnaire for the students dealt with the quality of the personal relationships between the teachers and students as well as the students' perceptions of their classes. The questionnaire responses were divided into preferences and reality for the research. The results are as follows. First, the levels of the teachers' and students' perceptions of their interaction were significantly lower (p<0.05) compared to their preferences with regard to such. Second, the female teachers showed higher levels of preferences and reality compared to the male teachers in the case of the teacher variables, and the middle school teachers showed higher levels of preferences and reality compared to the high school teachers. Third, the male students showed a higher perception level compared to the female students, and both the preferences and reality levels of the middle school students were significantly higher (p<0.05) than those of the high school students. In addition, the level of interaction was lower in big cities than in small cities. Fourth, there was a significant difference between the levels of the teachers' and students' preferences and reality with regard to their interaction.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.168-174
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• 2022

Purpose: We investigated the impact of parent, teacher, and peer relationships on adolescent school life satisfaction and confirmed the mediating effects of delinquency experiences on this relationship in this study. The structural equation modeling technique was used to analyze survey data from 650 adolescents in the W area for this survey study. The following are the key findings: First, the more positive adolescents' relationships with their parents, teachers, and peers, the lower their delinquency and the greater their satisfaction with school life. The study also discovers that delinquency experiences have a mediating effect on the relationships between parents, teachers, and peers, as well as on adolescents' school life satisfaction. Based on these findings, we present convergent intervention and practice strategies for improving adolescent school life satisfaction.

• Korean Journal of Childcare and Education
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• v.15 no.5
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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.