• 수산해양교육연구
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• 제26권3호
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• pp.510-524
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• 2014

The purpose of this study was to investigate the influence of teacher efficacy and collectivistic self-esteem on alleviation of teacher burnout. In order to achieve these research purpose, data were collected from 161 elementary and secondary school teachers using teacher efficacy scale, collectivistic self-esteem scale and psychological burnout scale. Collected data were analyzed using correlation analysis and hierarchical multiple regression. The major results of statistical analyses were as follows: First, generally background variables were significantly associated with burnout and therefore, background variables were controlled in the analysis of teacher efficacy and collectivistic self-esteem. Second, teacher efficacy influenced on the total burnout(38%) and sub-factors which were emotional exhaustion(27.3%), depersonalization(20.7%) and diminished personal accomplishment(36.1%), and collectivistic self-esteem influenced on the total burnout(38.8%) and sub-factors which were emotional exhaustion(27.1%), depersonalization(29.6%) and diminished personal accomplishment(25.1%). Third, the analysis of additional influence of collectivistic self-esteem in addition to the influence of teacher efficacy on teacher burnout revealed additional influence in the alleviation of total burnout(18.2%), emotional exhaustion(13.9%), depersonalization(16.6%) and diminished personal accomplishment(10.3%). These results showed that teacher's collectivistic self-esteem is an important factor in the alleviation of psychological burnout with teacher efficacy which was well known as a protective factor for psychological burnout. Based upon the above results, implications of these results and limitations of this study were discussed.

• 한국생활과학회지
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• 제17권3호
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• pp.377-387
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• 2008

The study is to research their parenting efficacy and parenting practices of a parent teacher as a volunteer(PTV) in the kindergarten. The subjects were mothers (N=127) in Choongbuk Province who had had volunteer education as a teacher assistant. The data were collected by their completing a questionnaire about Parenting efficacy and a Parent As A Teacher inventory (PAAT). The results include as follows: firstly, in PTV's parenting efficacy, 'the type of educational institution children are attending' is an important variable. Secondly, 'mother's educational background', 'father's educational background', and 'the type of educational institution children attending' are important variables in volunteer parents' parenting practices. Besides, 'mother's educational background' and 'participation motivation in volunteer activity' are important variables in parenting practices of 'control/permission' and of 'teaching/learning', and in general parenting practices. Finally, 'parenting efficacy', 'mother's educational background', and 'the sex of children' are important variables in volunteer teachers' parenting practices.

• Human Ecology Research
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• 제60권1호
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• pp.87-98
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• 2022

This study examined the relationships between teacher variables that improve the efficacy of the play teaching of infants and toddlers following a play-oriented curriculum. The participants were 287 infant teachers. The results were as follows. First, the independent variables had a significant effect on the efficacy of play teaching, teacher-infant interaction, and classroom environment. Second, the mediating effects of teacher-infant interaction and classroom environment on the effect of independent variables on the efficacy of play teaching were as follows. The interaction mediating effect between professionalism and play belief was significant, but teaching creativity was found to be significant. In the mediating effect of the classroom environment, expertise, play belief, and teaching creativity were found to be significant. Third, both teacher-infant interaction and the multimedia effect of the classroom environment were statistically significant in mediating the effect of independent variables on the efficacy of play teaching. These results provide basic data on the necessity for teacher education to explore ways to improve teachers' sense of efficacy in teaching play and their teaching skills.

• 한국산학기술학회논문지
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• 제14권10호
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• pp.4902-4909
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• 2013

본 연구는 정서조절양식과 교사효능감이 유아교사의 소진에 미치는 영향을 실증적으로 규명하여, 유아교사의 소진을 감소시키거나 예방할 수 있는 보호요인을 확인하는데 목적이 있다. 이를 위해 경상북도와 울산광역시 소재 유치원과 어린이집에 근무하는 유아교사 157명을 대상으로 설문조사를 실시하였다. 연구결과 유아교사의 정서조절양식과 교사효능감은 각각 소진에 영향력이 있었는데, 회피-분산적 양식을 많이 사용할수록 소진이 많았고, 개인적 교사효능감이 높을수록 소진이 적었다. 이 결과는 정서조절양식과 교사효능감이 유아교사의 소진을 의미 있게 설명하는 변인임을 시사하는 것으로, 유아교사가 효과적인 정서조절양식을 사용하도록 돕고 교사효능감을 증진시키는 방안을 모색하는 것이 필요하다고 본다.

• 한국산학기술학회논문지
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• 제20권7호
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• pp.341-346
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• 2019

본 연구는 예비유아교사의 성격유형과 교사효능감 간의 관계를 분석하고 성격유형이 교사효능감에 미치는 영향력을 분석하는 데 목적을 두었다. 본 연구에서는 G지역의 3,4년제 유아교육과에 재학 중인 228명의 예비유아교사를 대상으로 질문지를 사용하여 실시하였다. 수집된 자료는 SPSS 22.0 프로그램을 사용하여 기술통계, Pearson의 상관관계분석을 실시하고, 영향력을 살펴보기 위해 다중회귀분석을 실시하였다. 본 연구결과는 다음과 같다. 첫째, 예비유아교사의 성격유형과 교사효능감 간의 상관관계를 분석한 결과, 통계적으로 밀접한 관련이 있는 것으로 나타났다. 성격유형 중 외향성과 교사효능감이 가장 높은 정적 상관관계를 보였으며, 신경증은 교사효능감과 부적 상관관계를 보였다. 둘째, 예비유아교사의 성격유형 교사효능감을 의미 있게 예측하는 변인으로 나타났으며, 25%의 설명력을 보였다. 또한 예비유아교사의 성격유형 중 외향성이 교사효능감에 가장 많은 영향력을 주는 것으로 나타났다. 이는 예비유아교사의 성격유형 중 외향성이 강한 예측 변인으로 나타나 교사효능감 증진에 외향적인 성격이 영향을 미친다고 할 수 있다. 그러므로 본 연구 결과를 토대로 예비유아교사의 교사효능감을 증진시키기 위해 외향적인 특성을 함양하기 위한 예비유아교사 교육 프로그램이 필요함을 시사한다.

• 한국보육지원학회지
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• 제16권5호
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• pp.155-171
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• 2020

Objective: The purpose of this study is to analyze the structural relations between infant teachers' career, efficacy, sensitivity, and the development of their professionalism. Methods: Data were collected from 320 infant teachers working at day care centers in Gyeonggi-do and Seoul. The collected data were applied to SPSS 22.0 program. With the data, correlation analysis and structural equation model analysis were conducted. Results: Firstly, infant teachers' career didn't influence the development of their professionalism directly, but indirectly affected their efficacy and sensitivity. Secondly, the variables that directly affected the development of their professionalism were teacher efficacy and sensitivity. Thirdly, teacher efficacy and sensitivity had full mediation between their career and the development of professionalism. Conclusion/Implications: Infant teachers' career affected the development of their professionalism through teacher efficacy and sensitivity. Based on the result, a plan for developing infant teachers' professionalism was proposed, and suggestions of follow-up research were discussed.

• 한국생활과학회지
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• 제18권3호
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• pp.557-570
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• 2009

The purpose of this study is to examine the effects of teachers' creative personality and self-efficacy on their role for young children's creativity improvement. The subjects were 269 teachers who were working at the public or private kindergartens. Measurements consisted of teachers' creativity personality(Park & You, 2000), self-efficacy(Lim, 1999), and teachers' role for young children's creativity improvement(Guliford, 1956). The data were analyzed by t-test, ANOVA, Duncan's post-analysis, Pearson's correlation, hierarchical regression using SPSS 11.0 Program. The results of this research are as follows: first, teachers' creativity personality, teacher's self-efficacy on self-regulation, and the teacher's role for children's creativity improvement had significant differences according to teachers' general background. Second, it appeared that teacher's creativity personality and self-efficacy meaningfully influenced the teacher's role for children's creativity improvement. Teacher's curiosity, and self-efficacy on self-regulation affects teacher's role in improving children's immersion/ durability, flexibility and delicacy.

• Human Ecology Research
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• 제52권1호
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• pp.63-73
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• 2014

The purpose of this study is to investigate early childhood student teachers' practicum anxiety on the basis of the teacher's image and self-efficacy during their practicum. The participants of this study were 499 student teachers who were enrolled in the department of early childhood education in a college or a university and had completed the practicum in Daejeon metropolitan city or the Chungcheong area. The instruments for this study were the Teacher's Image Scale, Practicum Anxiety Scale, Self-efficacy Scale, and a questionnaire for socio-demographic variables. The collected data were analyzed by using a t -test, F test, Pearson's partial correlation, and multiple regression with SPSS software (version 20.0). The results were as follows: First, the student teachers expressed higher practicum anxiety in a provincial area than in metropolitan city, and their self-efficacy was higher in public kindergarten than in private kindergarten. Further, the highest level of the teacher's image was obtained in the case of student teachers who enrolled in a 2- or 3-year college program and completed the practicum in the metropolitan city. Second, there was a significant negative correlation between the sum of student teachers' practicum anxiety and their professional skills of teacher's image as well as significant correlations between the sum of student teachers' practicum anxiety and their self-efficacy, except self-control efficacy. Finally, the student teachers' practicum anxiety was found to be 17.5%-24.4% and was explained the most by the confidence of self-efficacy.

• 한국과학교육학회지
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• 제44권3호
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• pp.263-271
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• 2024

학교교육에서 통합교육에 대한 요구는 점차 증가하고 있으나 특수 교육 전공이 아닌 일반 교과교육 맥락의 예비교사교육에서 이에 대한 준비는 여전히 부족하다. 이 연구에서는 예비 과학교사의 통합교육 실천에 대한 교사효능감을 조사하고 응답자 변인에 따른 차이점을 분석함으로써 통합교육 환경을 대비하는 과학교사교육에 대한 시사점을 도출하고자 하였다. 이 연구에서 통합교육 실천에 대한 교사효능감이란 통합교육 환경에서 장애학생을 포함한 학생들을 잘 가르칠 수 있는 실천 능력에 대한 자기 믿음으로 정의되며, 이는 통합교수 효능감, 협력 효능감, 문제행동중재 효능감의 3가지 하위 차원으로 구성된다. 이 연구에서는 '통합교육 실천에 대한 교사효능감(Teacher Efficacy for Inclusive Practices)' 검사 도구를 활용하여 예비 과학교사 총 61명의 응답 자료를 얻었으며, 이 자료로부터 통합교육 실천에 대한 교사효능감의 하위 요인별 분포와 응답자의 배경 변인에 따른 분포의 차이를 분석하였다. 연구 결과, 예비 과학교사들의 통합교육 실천에 대한 교사효능감은 모든 하위 차원에서 다소 긍정적으로 나타났으며 상대적으로 통합교수 효능감과 협력 효능감이 높고 문제행동중재 효능감이 가장 낮았다. 예비 과학교사의 성별, 장애인 봉사 경험, 통합교육 경험, 특수교육학 과목 이수 정도에 따른 교사효능감은 집단에 따른 차이의 일부 경향성은 보이지만 모든 하위 차원에서 통계적으로 유의한 차이는 나타나지 않았다.

• 융합정보논문지
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• 제9권9호
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• pp.147-157
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• 2019

본 연구는 교사효능감이 보육교사의 행복감에 미치는 영향과 교사-유아 상호작용의 매개효과 및 직무스트레스의 조절효과를 검증하는 것을 목적으로 한다. 이를 위하여 한국아동패널 7차년도 데이터를 활용하여 만 5세 유아 348명과 해당 유아의 담임교사인 보육교사 348명을 분석 대상으로 하였다. 연구방법은 위계적 회귀분석을 통해 연구모형을 검증했다. 매개효과는 Sobel test를 활용하여 검증하였다. 분석결과 첫째 보육교사의 교수효능감이 행복감에 정적인 영향을 미쳤으며, 둘째 교수효능감이 행복감에 미치는 영향에 있어서 교사-유아의 상호작용이 부분매개효과가 있는 것으로 나타났다. 셋째 교수효능감이 보육교사의 행복감에 미치는 영향에 있어 직무스트레스의 조절효과가 나타났다. 이를 토대로 하여 보육교사의 행복감을 높이기 위해 실천적 방안을 모색하고자 한다.