• Journal of Fisheries and Marine Sciences Education
• /
• v.21 no.4
• /
• pp.489-498
• /
• 2009

The purpose of the study is to review research in concept, measurement, effect, and influence factor of teacher efficacy. Through the review of previous research, the study shows that the concept of teacher efficacy is likely to be situation-specific rather than teacher characteristic. And the study represents that the measurement of teacher efficacy is related to the development of measurement instrument and the extraction of construct. The effect of teacher efficacy concerns the relationship between teacher efficacy and the student's academic achievement and affective traits such as motivation, interests, and attitude, and the relationship between teacher efficacy and teacher. And the influence factor of teacher efficacy concerns the influence of job environment related to teacher. The four things mentioned above are discussed in detail based on the previous research.

• Journal of the Korean Home Economics Association
• /
• v.44 no.5 s.219
• /
• pp.99-107
• /
• 2006

The purposes of this study are to identify the types of teacher efficacy, to present a theoretical base for teacher efficacy among Home Economics teachers and subsequently, to improve the quality in the practices of home economics education. To achieve these purposes, 263 secondary school home economics teachers were surveyed by the prime investigator. The three research questions of this study were: 1. What are the individual characteristics, the environmental characteristics and the trends of teacher efficacy among secondary school home economics teachers? 2. What is the factor in teacher efficacy among secondary school home economics teachers? 3. What are the types of teacher efficacy among secondary school home economics teachers? For these research questions, factor analysis and cluster analysis were conducted. The factor analysis on teacher efficacy with a survey of secondary school home economics teachers produced 5 factors of efficacy: classroom management, needs assistance, instructional strategies, environmental assistance and teaming assistance. The teacher efficacy had a mean of 3.58 and the home economics teachers showed a slightly higher level in teacher efficacy. Of the 5 efficacy factors, classroom management showed the highest level (M=3.89), followed by learning assistance (M=3.81), instrumental strategies (M=3.57), environmental assistance (M=3.42) and needs assistance (M=3.19). Overall, the teachers had positive feeling in teacher efficacy. Three types of teachers were found in the types of teacher efficacy: the supreme, the average and the efforts-needy. Those types were identified based on the mean scores of the five sub-domains from the factor analysis. To enhance the teacher efficacy, the needs assessments for the students and behavioral adjustment issues should be reflected in the curriculum of teacher education and workshops. The primary investigator suggested that continuous and long-term plans for teacher education need to be developed because short-term plans may not be effective in changing attitudes such as teacher efficacy.

• Korean Journal of Childcare and Education
• /
• v.20 no.1
• /
• pp.21-37
• /
• 2024

Objective: This study explores the correlation between adult attachment, empathy, and teacher efficacy among childcare teachers. Additionally, it analyzes the mediating effect of empathy on the relationship between adult attachment and teacher efficacy. Methods: The survey, conducted from July to August 2023, involved 198 childcare teachers as participants. Data Analysis was performed using SPSS 23.0 and the Process Macro. Results: First, a significant correlation was identified between childcare teachers' adult attachment (avoidance) and empathy, as well as between adult attachment (avoidance) and teacher efficacy among childcare teachers. Second, the study observed a partial mediating effect of empathy in the relationship between adult attachment (avoidance) and teacher efficacy. In essence, this research confirmed both the direct effect of avoidance attachment in childcare teachers on teacher efficacy and the indirect effect mediated by empathy. Conclusion/Implications: This research affirms the impact of adult attachment and empathy on teacher efficacy among childcare teachers, discussing implications for future training and development.

• Korean Educational Research Journal
• /
• v.42 no.1
• /
• pp.73-97
• /
• 2021

This study examines how kindergarten teachers' empathy and efficacy in enlisting parental involvement predict perceived parent-teacher relationships and teacher burnout. It also investigates whether teacher efficacy in enlisting parental involvement moderates the relationship between kindergarten teachers' empathy, perceived parent-teacher relationships, and teacher burnout. A total of 208 public and private kindergarten teachers employed in the Chungbuk area participated in a survey, and the data were analyzed using JAMOVI (version 1.6.23). There were three major findings. First, both kindergarten teachers' empathy and efficacy in enlisting parental involvement positively predicted perceived parent-teacher relationships. Second, there was a significant interaction effect between teacher empathy and teacher efficacy in enlisting parental involvement on perceived parent-teacher relationships. Specifically, when teacher efficacy in enlisting parental involvement was high (M+1SD), teacher empathy significantly positively predicted parent-teacher relationships. By contrast, when teacher efficacy in enlisting parental involvement was average or low (M-1SD), the effect of teacher empathy on the perceived parent-teacher relationships was not significant. Third, both kindergarten teachers' empathy and teacher efficacy in enlisting parental involvement negatively predicted teacher burnout, but there was no significant interaction effect between teacher empathy and teacher efficacy in enlisting parental involvement on teacher burnout. This study identified the role of teacher efficacy in enlisting parental involvement within the context of kindergarten teacher-parent relationships and teacher burnout. It confirmed that the effect of teacher empathy on parent-teacher relationships is moderated by the level of teacher efficacy in enlisting parental involvement.

• Korean Journal of Childcare and Education
• /
• v.14 no.4
• /
• pp.25-41
• /
• 2018

Objective: The purpose of this study was to examine the effects of parent-teacher relationships on mothers' parenting efficacy especially for toddlers. Methods: 225 mothers of toddlers completed questionnaires on parent-teacher relationships and parenting efficacy. This study used technical statistics, Pearson's correlation analysis, and multiple regression analysis in order to analyze the collected data. Results: First, there was a significant correlation between parent-teacher relationships and mothers' parenting efficacy. Second, the parent-teacher relationships was an important factor in predicting mothers' parenting efficacy. In particular, when a teacher and mother develop practical collaboration for caring for and educating a child, the mothers' parenting efficacy was higher. Conclusion/Implications: These findings indicate that the parent-teacher relationship is a significant factor in order to improve the quality of parenting. The results especially support the importance of collaboration between teachers and parents and suggest that we need to find practical ways for collaborating in the field. Limitations of this study and implications for future research were discussed.

• Journal of Families and Better Life
• /
• v.32 no.5
• /
• pp.193-205
• /
• 2014

The purpose of this research is to gather basic data to make nursery teachers' role clear and to suggest a way to improve their expertise by investigating their sensitivity and expertise. To fulfill this aim, this research was performed by targeting 180 nursery teachers responsible for infant classes in national, public, and private nursery schools. To measure the nursery teachers' sensitivity, Gerber's (2003) teacher sensitivity indicator is used. And to measure the efficacy of teaching play, the indicator, which was developed by E. Shin, Y. Yu and H. Park (2004), was used through modification and complement. Also for measuring the teacher's expertise, research data were collected by the generalized and modified questionnaire which was used in H. Yoon's (2010) research. The results of the analysis of collected data show that the teacher group with higher sensitivity in the infant class shows meaningfully higher professional ethics, higher performance, and higher recognition of expertise than the teacher group with lower sensitivity. And the teacher group with higher awareness of the efficacy of play shows higher professional ethics, higher performance, and higher recognition of expertise than the teacher group with lower sensitivity. too. Also, the results of the analysis of the correlation between the infant teacher's sensitivity, efficacy of teaching play, and recognition of expertise show that the teacher's sensitivity has a static correlation with the total points of social necessity, professional ethics, fairness, teacher's performance, and recognition of expertise. When we generalize the research results, we find that positive sensitivity and higher efficacy of teaching play make the infant class teacher's expertise recognition higher.

• Educational Technology International
• /
• v.21 no.1
• /
• pp.69-95
• /
• 2020

The purpose of this research is to analyze the predictive powers of the five technostress creators - techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty - in job satisfaction and teacher efficacy of primary school teachers in Korea when they incorporated mobile technology into teaching. A questionnaire was designed to measure the level of teacher's stress from technology, job satisfaction and teacher efficacy. Data were collected from 164 teachers. Multiple regression analysis was conducted to explain which area of technostress led to varying degrees of job satisfaction and teacher efficacy. The results showed that techno-complexity alone predicted both job satisfaction and teacher efficacy. The reason why techno-complexity was the only predictor is that teachers would have first needed to understand how to incorporate mobile technology into teaching, before feeling overloaded, invaded, insecure, or uncertain about it, meaning techno-complexity precedes other constructs. Therefore, the only stress factor that affected them was how to understand the complexity of mobile technology. This calls for adequate training and support from schools and governments in order for the teachers to fully incorporate technology into teaching.

• Human Ecology Research
• /
• v.54 no.3
• /
• pp.293-305
• /
• 2016

This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.7
• /
• pp.316-324
• /
• 2017

The purpose of this study is to identify the relationship between the self-concept of nursing teachers and teacher efficacy and to determine differences in the level of self-concept of nursing teachers. The research results were as follows. Firstly, the relationship between the self-concept of nursing teachers and teachers efficacy showed that there was a positive correlation between self-concept and general/individual teacher efficacy. Secondly, the observation results on the variations of the teacher efficacy depending on the level of the self-concept of nursing teachers noted the positive correlations and general-, individual teacher efficacy. Self-concept showed a higher correlation with individual teacher efficacy than general teacher efficacy. In summary, the research confirmed the definite correlation between the self-concept of teachers and teacher efficacy.

• Human Ecology Research
• /
• v.53 no.5
• /
• pp.557-566
• /
• 2015

This study investigated the effects of multi-culture acceptability and multi-culture teaching efficacy on young child-teacher relationships. The teachers' attitude towards multi-culture education was included in the analysis as a mediator between multi-culture acceptability and multi-culture teaching efficacy. Participants were 295 teachers and 295 young children between 3 and 5 years in childcare centers located in Seoul, Incheon, Ulsan, Gyeonggi, and North Gyeongsang Province. Teachers completed questionnaires regarding multi-culture acceptability, multi-culture teaching efficacy, and attitude towards multi-culture education. Collected data were analyzed by descriptive statistics, Pearson's correlation, Structural Equation Model, and Sobel test with SPSS ver. 18.0 and AMOS ver. 21.0. The results were as follows. First, the subscale of multi-culture acceptability and multi-culture teaching efficacy generally showed a positive correlation with closeness and conflict in the subscale of young child-teacher relationships. Second, teacher's multi-culture acceptability directly influenced the young child-teacher relationship. In addition, the impact of multi-culture teaching efficacy on young child-teacher relationship was mediated perfectly by the multi-culture education attitude. The results suggest that the multi-culture teaching efficacy promote early childhood multicultural education attitudes and that can be changed to positive teacher relationships.