• Title/Summary/Keyword: Relationships with Teachers

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Comparison of Relationships of Empowerment and Job Satisfaction Between Teachers in Public and Teachers in Private Kindergartens (국공립과 사립 유치원교사의 임파워먼트와 직무만족 간 관계 비교)

  • Kim, Jung-Hee;Moon, Hyuk-Jun
    • Korean Journal of Child Studies
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    • v.28 no.4
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    • pp.155-168
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    • 2007
  • The subjects of this study of variables influencing job satisfaction were 153 public and 191 private kindergarten teachers in Seoul and Gyeonggi Province. Results showed that empowerment, workloads, and job satisfaction indexes (compensation, innovation, autonomy, and future growth) of public kindergarten were higher than private kindergarten teachers. Extrinsic job satisfaction correlated with professional growth and teacher empowerment for public kindergarten and with status for private kindergarten teachers intrinsic job satisfaction correlated with decision-making for public and with status for private kindergarten teachers. The strongest predictor of job satisfaction for public kindergarten was professional growth and status for private kindergarten teachers.

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Effects of Role Performance of Kindergarten Teachers on Teaching Efficacy and Job Stress (유치원교사의 역할수행과 직무스트레스의 관계에서 교사효능감의 매개효과)

  • Na, Kim-An
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.15 no.9
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    • pp.5553-5563
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    • 2014
  • The purpose of this study was to understand the structural relationships of the kindergarten teachers' role performance with the teaching efficacy and job stress. To achieve the research goal, this study conducted a survey targeting a total of 300 teachers, vice principals and principals working for infant educational institutes located in Gyeonggi-do, and analyzed 253 copies of the survey in total. The study used a structural equation to design a structural equation-based model to look into the structural relationships related to the role performance with the teaching efficacy and job stress. The collected data was then analyzed by AMOS 18.0 to estimate the correspondence and the parameter of the model. According to the results of the analysis, the role performance of kindergarten teachers was observed to have an immediate influence on the teaching efficacy. The role performance of kindergarten teachers was directly connected to job stress. The job stress had an indirect relationship with the role performance of kindergarten teachers through the teaching efficacy. The teaching efficacy of the kindergarten teachers was confirmed to have immediate association with the job stress of infant teachers.

An Epidemiological Study of Emotional and Behaviour Difficulties: Relationships to Psychosocial Functioning (정서 및 행동장애의 실태 조사 및 심리사회적 기능과의 관계 연구)

  • Shim, Mi Kyung
    • Korean Journal of Child Studies
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    • v.17 no.1
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    • pp.227-243
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    • 1996
  • The purpose of this study was to investigate the prevalence of EBD (Emotional and Behaviour Difficulties) and to examine relationships of EBD to family and classroom psychosocial functioning. Two studies were carried out. The subjects were 840 children aged 7 to 12 for the first study and 448 children aged 12 for the second study. CBQ for children's behaviour, FACES III for family functioning and a short version of CES for classroom functioning were used. The prevalence of EBD was 9.4% by parents, 10.6% by teachers and 2.1% by both on the basis of Korean cut-off points. It was 13.7%, 20.8% and 4.3%, respectively, based on England points. More children were identified as EBD in boys, in one-child families and in lower academic group. EBD tended to be higher with lower levels of psychosocial functioning but classroom-control. The relationships were more consistent and high with children's rather than adults' perception, and with teachers' rather than mothers' ratings. The findings were discussed in terms of the scale validity, the concept of 'open systems' and differences in the validity of ratings.

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Preschooler's Perception of Relationships with Others and Their Self Concepts: Focused on the Relationships with Mother, Teacher, and Peers (어머니, 교사 및 또래와의 관계에 대한 유아의 인식과 자아개념)

  • Shin, Su Hui;Lee, Wan Jeong
    • Korean Journal of Childcare and Education
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    • v.10 no.5
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    • pp.47-62
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    • 2014
  • The purpose of this study targeted 93 full 5-year-old preschoolers was to examine young children's recognition of the relationships with their mothers, teachers, and peers and to analyze the effect of children's recognition on their self-concept. Children's recognition of the relationships with the people around and their self-concepts were measured by use of picture diagrams to help children's understanding and their replies. Data analysis showed that young children recognize their relationships with the people around positively, and that children's conflict recognition with their teachers influence negatively on their self-concept. This study is meaningful in that it directly researched preschooler's cognition of the relationships with the people around themselves from situation in the lack of preceding research that it comprehensively studied about relationships with the preschooler and others, and it executed one-to-one interview with preschooler using the picture tool for preschooler developed by the investigator in order to measure the preschooler's cognition.

Relationships between teacher's recognition of professionalism, child's gender, term care and child's social interaction behavior (교사의 전문성 인식, 유아의 성별 및 보육기간과 유아의 사회적 상호작용 행동)

  • Yun, Juyoen;Shin, Hyewon
    • Korean Journal of Human Ecology
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    • v.22 no.5
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    • pp.407-417
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    • 2013
  • The purpose of this study was to investigate and analyze how teachers' recognition of professionalism and the child's gender and term care affect child's social interaction behavior. Participants were three-year-old 61 children and their 20 teachers. Each child was observed by the time sampling method of 20 sec-observation followed by 10 sec-recording for a total of 14 minutes. The teachers completed the rating scales to measure the teachers' recognition of professionalism. The study results show that, children engaged more frequently in individual behavior than in interactions with peers or with teachers in day care centers. And those children had more interaction behavior with their teachers than with their peers. Correlation between teachers' recognition of professionalism and children's social interaction behavior were as following: the more the teachers recognized professionalism, the more the children showed positive interaction behavior toward their teachers. Also, the more the teachers recognized the professionalism related to the job satisfaction, the more the children showed positive interaction behavior toward their peers. Boys interacted more negatively with peers and teachers than girls did. Children who attended the day care center more than two years showed less individual behaviors than others.

The Long Term Mediating Effects of Self-regulated Learning in the Relationships among the Perceptions of Middle School Students on the Democratic Attitude of Parenting and their Relationships with Teachers, and their Self-esteem (중학생이 지각한 부모의 민주적 양육태도 및 교사와의 관계가 자아존중감에 미치는 효과에서 자기조절학습능력의 장기적 매개효과 분석)

  • Kim, Hyunjin
    • The Journal of the Korea Contents Association
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    • v.17 no.10
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    • pp.30-40
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    • 2017
  • The purpose of this study is to analyze the long term mediating effects of Self-regulated Learning(SRL) in the Relationships among the Perceptions of Middle School Students on the Democratic Attitude of Parenting(DAP) and their Relationships with Teachers(RT), and their Self-esteem(SE). The data sources were from the first (2010) and the third (2012) Korean Children & Youth Panel Survey(KCYPS). As a result, first, the perceived DAP had significant effects on the students' SE both directly and indirectly through SRL. Second, the perception on RT had indirect effects on their SE mediated by SRL. Third, this pattern in first year continued in two-year-later-SE. This study implies that DAP, RT, and SRL play important roles in the continuous development of adolescents' self-esteem.

Characteristics and Relationships of Teachers' PCK Components in charge of Science Gifted Middle School Students (중학교 과학영재 담당교사의 PCK 요소의 특징과 관련성)

  • Kim, Sun-Kyoung;Min, Hee-Jung;Bang, Eun-Jung;Paik, Seoung-Hey
    • Journal of Gifted/Talented Education
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    • v.21 no.4
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    • pp.801-828
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    • 2011
  • In this study, we analyzed the characteristics of Pedagogical Content knowledge(PCK)'s components through actual course of teachers of science gifted students in the middle school. For this study, four middle school science teachers of gifted students belonging to the gifted education professional organizations in a metropolis were selected, each of them was physics, chemistry, biology, and earth science teacher. Two of them were full-time teachers to teach only gifted students and two were part-time teachers who had taught general students in ordinary time and specially had taught the gifted students once a week. Qualitative data were collected through classroom observations, interviews, and documents. As a result, some unique characteristics of PCK's components were identified. The teachers' orientations to teaching science were closely correlated with PCK's components. The teachers' knowledges of science curriculum were different individually. But the decisions about type of teaching(acceleration or enrichment) were connected with the objectives of gifted education and lesson objectives. Also, the teachers' knowledges of science curriculum were influenced by the knowledge of students' understanding. Teachers used different instructional strategies according to the knowledge of science curriculum and the knowledge of students' understanding. We found that PCK's components were so closely connected and could show the direction of relationships among those PCK's components. We suggested teachers' PCK model which was named "Tetrahedron Model of PCK", to explain the characteristics and relationships of PCK's components.

An Analysis of Variables Affecting Teacher Sensitivity of Infant Classes in Childcare Centers: Focus on Emotional Stability, Interpersonal Relationship Stress and Work Environment Variables (영아반 보육교사의 교사민감성에 영향을 미치는 변인 분석: 정서안정성, 대인관계 스트레스, 근무환경을 중심으로)

  • Jeong, Yujeong;Kim, Jinwook
    • Korean Journal of Child Studies
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    • v.38 no.2
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    • pp.205-218
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    • 2017
  • Objective: This study examined the correlation between variables influencing teacher sensitivity to infant classes in Educare Center teachers and teacher sensitivity, by classifying their personal psychological, socio-psychological, and work environment variables. Furthermore, it aimed to inquire the extent to which these variables influence teacher sensitivity. Methods: The study included 236 Educare Center teachers in charge of infant classes working in infant-caring facilities. Based on stepwise multiple regression analysis, a significance test was conducted for each variable. Results: Firstly, according to the correlations regarding teacher sensitivity to infant classes, for sensitive interaction, emotional stability showed significant positive correlation, while there were significant negative correlations with relationships with the director, colleagues,and parents; mean working hours in other places; and mean daily personal time. For insensitive interaction, there were significant negative correlations with emotional stability and mean daily break time, while there were significant positive correlations with relationships with the director, colleagues, and parents. Secondly, regarding the influences on teacher sensitivity to infant classes, for sensitive interaction, the most significant influences consisted in the relationships with colleagues and parents. On the other hand, for insensitive interaction, the most significant influences were the relationship with colleagues and emotional stability. Conclusion: Reducing interpersonal relationship stress and increasing the emotional stability of Educare Center teachers will increase their sensitivity level. Furthermore, the quality of care will be improved.

The Effects of Child Care Teachers' Role Conflict and Organizational Commitment on Sensitivity (보육교사의 역할갈등과 조직몰입이 민감성에 미치는 영향)

  • Jang, Eun-young;Shin, Nary
    • Korean Journal of Childcare and Education
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    • v.14 no.6
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    • pp.1-18
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    • 2018
  • Objective: The purpose of this study was to investigate relationships among child care teachers' role conflict, organizational commitment and teacher's sensitivity. It also aimed to test the mediating effect of organizational commitment on the pathway from child care teachers' role conflict on teacher's sensitivity. Methods: A self-report survey was conducted on 301 child care teachers in Chungbuk. Descriptive, means, standard deviations, correlations using SPSS 18.0, and Structural Equation Modeling using AMOS 18.0 were all conducted in order to analyze the collected data. Results: The results indicated that child care teachers' role conflict and organizational commitment had significant direct effects on teacher's sensitivity. This study also confirmed the significant mediating role of organizational commitment on the pathway from child care teachers' role conflict to sensitivity. Conclusion/Implications: The significance of role conflict and organizational commitment suggests that the integration of individuals with less conflict and more dedication will contribute more qualitative child care services by improving sensitive interactions with young children.

The Mediating Effect of Teacher Ego-resilience in the Relationship Between Colleague Teachers' Social Support and Teacher-child Interaction (동료 교사의 사회적 지지와 교사-유아 상호작용 관계에서 교사 자아탄력성의 매개효과)

  • Moon, Myunghwa;Kim, Namhee
    • Korean Journal of Childcare and Education
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    • v.16 no.6
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    • pp.185-202
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    • 2020
  • Objective: The purpose of this study is to analyze the mediating effect of teacher's ego resilience in the relationship between the social support of colleague teachers and teacher-child interaction. Methods: A survey was conducted on 181 teachers working at early childhood education institutions located in Gyeonggi and Chungbuk regions. The structural equation model was verified with the Mplus 6.0 program. Results: First, the social support of colleague teachers directly affects teacher's ego-resilience and teacher-child interaction, and teachers ego-resilience has a significant effect on teacher-child interaction. Second, the teachers ego-resilience was found to be partially mediated in the relationship between the social support of fellow teachers and teacher-child interaction. With bootstrapping, the mediating effect of teachers ego-resilience was found to be statistically significant between the social support of colleague teachers and teacher-child interaction. Conclusion/Implications: Social support of fellow teachers plays an important role in the positive expression of teacher-child interaction, and the quality of relationships with children can be further enhanced by promoting teachers ego-resilience that mediates the two variables.