• Human Ecology Research
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• 제54권3호
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• pp.293-305
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• 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.

• 한국보육지원학회지
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• 제12권3호
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• pp.137-157
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• 2016

This study examines the effects of teacher's emotional intelligence on teacher-child interaction through the sequential mediation effects of efficacy belief about play and professional recognition. Participants were 268 teachers working at kindergartens in Gyeonggi area. Data were analyzed by descriptive statistic, Pearson's product-moment correlation, and the structural equation model using the SPSS 21.0 and Mplus 6.12 program. The main findings of this study are as follows: First, in regards to the relationship between emotional intelligence and teacher-child interaction, a single mediation effect of efficacy belief about play is significant. But there is no significant mediation effect of the professional recognition. Second, in regards to the pathway from emotional intelligence to teacher-child interaction, the professional recognition precedent mediation model is statistically significant, but efficacy belief about the play precedent mediation model is not significant. Based on the results, a concluding discussion was made regarding methods toward enhancing interaction between teacher and child.

• 가정과삶의질연구
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• 제26권6호
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• pp.95-105
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• 2008

This study examined the mediation effect of life satisfaction between social support and loneliness. The subjects were two hundred and eighty fifth grade elementary school and second grade middle school adolescents in Seoul. The instruments used were questionnaires about loneliness and other factors relevant to loneliness. Social support factors existing in an adolescent's external environment include the support of parents, peers, and teachers. And life satisfaction as a psychological characteristic was concerned with the adolescent's sense of self, school life, home environment, and family relations. Data were analyzed by using the t-test, Pearson's correlation and regression. Major findings were as follows: (1) There were significant differences in parent and teacher support, satisfaction with school life, home environment, and family relations between early adolescents and mid adolescents. (2) Parental, peer, and teacher support, contentment with oneself, school life, home environment, and family relations were negatively related to the fifth-grade early adolescent's loneliness. Peer support and contentment with oneself, school life, and home environment were negatively related to the second-grade middle adolescent's loneliness. (3) Life satisfaction had a mediation effect between peer, parental, and teacher support and loneliness in fifth grade early adolescence. Whole life satisfaction had a mediation effect between only peer support and loneliness.

• 한국콘텐츠학회논문지
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• 제16권7호
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• pp.122-134
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• 2016

본 연구는 유년층에게 나타나는 스마트 미디어 리터러시 유형을 알아보고 이에 따른 부모 및 교사의 중재유형의 영향력을 분석하였다. 유년층의 경우, 향후의 미디어 교육 방향에 있어 요인 형성이 이루어지는 시기인 만큼 스마트 미디어 리터러시 유형과 그에 영향을 미치는 요인을 분석하는 것이 의미있는 일이다. 연구결과, 유년층의 스마트 미디어 사용에 있어서 '지각리터러시'와 '비판리터러시'와 같은 유형의 리터러시 패턴을 나타내는 것으로 조사되었다. 지각리터러시에 대한 영향력으로 성별, 학년, 이용시간, 부모 맞벌이, 부모의 적극적 중재, 소극적 중재 그리고 교사의 적극적 중재, 소극적 중재가 유의미한 변인으로 조사되었다. 또한, 비판리터러시의 경우 이용시간, 부모 맞벌이 그리고 부모의 적극적 소극적 중재가 영향력을 가지고 있는 것으로 나타났으나 지각리터러시와 비교하여 성별과 학년 그리고 교사의 중재는 영향력을 가지고 있지 않은 것으로 조사되었다. 이는 유년층의 경우 학교에서의 교사 영향력보다는 가정에서의 부모 영향력이 크다는 것을 말하는 것으로 사회 정책적으로도 이점을 주목할 필요가 있을 것이다.

• Human Ecology Research
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• 제57권3호
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• pp.383-393
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• 2019

This study examined the association among practical teaching competence (PTC) and teaching efficacy (TE), and explored the mediation effects of theoretical teaching competence (TTC) between the PTC and TE of Practical Arts (Technology and Home Economics Education) teachers. Data were collected from the 301 survey responses completed by elementary, middle, and high school teachers. All teachers showed high levels of PTC, TTC, and TE. Elementary school teachers perceived higher PTC than middle and high school teachers. PTC, TTC, TE showed significant effect in regards to teacher's age and teaching career. Using multiple regression analysis, this study found that TTC fully mediated PTC and TE of elementary school teachers. For middle and high school teachers, there was a partial mediation effect of TTC in the relationship between PTC and TE. This study suggests that teacher education programs should develop a program that can enhance teaching efficacy by cultivating TTC and support teachers who want to strengthen competence, and more practical opportunities to practice teaching.

• 한국보육지원학회지
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• 제13권4호
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• pp.19-35
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• 2017

Objective: This study aimed to investigate the mediating effect of stress-coping strategies of childcare teachers' creative personality on teacher efficacy. Methods: Study subjects were 204 childcare teachers working at nursery schools located in S city of Gyeonggi province, and this study collected materials from childcare teachers through a self-report survey. For materials collected, this study conducted frequency analysis, correlation analysis and multiple regression analysis using spss 21.0, and verified the mediating effect through the Sobel Test. Results of this study are as follows. Results: First, there was a positive correlation among creative personality, teacher efficacy and stress-coping strategies. Second, results show that stress-coping strategies mediate the effect of childcare teachers' creative personality on teacher efficacy. Lastly, problem-focused coping strategies turned out to be full mediation, whereas coping strategies seeking social support was partial mediation. Conclusion: Based on the results, this study suggested the necessity to prepare a practical plan for enabling childcare teachers to use stress-coping strategies in a successful way.

• 한국산학기술학회논문지
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• 제21권9호
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• pp.331-337
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• 2020

본 연구는 보육교사의 행정업무스트레스와 행복감 및 교사효능감 간의 관계를 분석하는데 목적을 두었다. J 지역 보육교사 243명을 대상으로 설문조사를 실시하였고, 수집된 자료는 Jamovi 프로그램을 이용하여 기술통계와 관련성과 매개효과를 분석하였다. 자료분석 결과 첫째, 보육교사의 행정업무 스트레스와 교사효능감, 행복감은 정규성 가정을 충족하는 것으로 나타났다. 둘째, 업무 스트레스와 교사효능감, 행복감 간의 관계 분석에서 행정업무 스트레스와 교사효능감은 통계적으로 유의한 부적인 상관이 나타났고, 행복감과 교사효능감은 유의한 정적인 상관을 나타냈다. 또한 행복감과 행정업무 스트레스의 상관에서는 부적인 상관을 나타냈는데 이는 행정업무 스트레스가 높을수록 교사효능감과 행복감은 감소하고, 행복감이 높을수록 교사효능감이 높아진다고 볼 수 있다. 셋째, 행정업무 스트레스는 행복감과 교사효능감을 의미있게 예측하는 변인으로 나타났으며, 매개효과에서 교사효능감은 부분적으로 매개하는 것으로 나타났다. 결론적으로 행복감과 교사효능감에서 행정업무 스트레스가 중요하게 고려되어야 함을 알 수 있었고, 보육교사 처우 개선의 방향성을 제시하였다.

• 한국보육지원학회지
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• 제14권1호
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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.

• 한국보육지원학회지
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• 제14권6호
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• pp.53-67
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• 2018

Objective: This study aimed to investigate the effect of parent- teacher communication on childcare teacher's job stress and turnover intention. This study also examined if the level of active stress coping used functions as a moderator in relationships among parent-teacher communication, childcare teacher's job stress, and their turnover intention. Methods: To achieve this, this study used data from 223 surveys from childcare teachers and analyzed the data with SEM and multi-group SEM analysis methods. Results: First, parent-childcare teacher communication influenced the teacher's turover intention through job stress. Second, the effect of parent-childcare teacher communication on job stress was not found in the higher-level of the active stress coping group. This was different from the significant effect in the lower-level of the active stress coping group. Also, parent-childcare teacher communication influenced teacher's turnover intention through job stress in the lower-level of the active stress coping group. In contrast, the mediation effect was not shown in the higher group. Conclusion/Implications: The results of this study show the effect of parent-childcare teacher communication on teacher's job stress and their turnover intention. Also, this study shows that the level of active stress coping could moderate the relationship among parent-childcare teacher communication, teacher's job stress, and their turnover intention.

• 한국콘텐츠학회논문지
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• 제20권12호
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• pp.426-440
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• 2020

본 연구는 조직론적 관점에서 담임교사의 변혁적 리더십과 교실 구성원인 학생의 정서적 안정감 관계에서 담임교사신뢰의 매개효과를 확인하고자 수행되었다. 이를 위해서 서울지역 중등학생 290명의 자료를 수집 및 분석하여 연구한 결과는 다음과 같다. 담임교사의 변혁적 리더십은 리더 신뢰에 정적(+) 영향을 주고 있었다. 또한, 담임교사의 리더 신뢰는 학습자의 정서적 안정감에 정적(+) 영향을 미치는 것으로 나타났다. 또한, 교사의 변혁적 리더십은 학습자의 정서적 안정에 정적(+) 영향을 미친다는 것을 확인하였다. 마지막으로 담임교사의 변혁적 리더십과 학습자의 정서적 안정감의 관계에서 교사신뢰는 부분 매개효과가 있음이 확인되었다. 본 연구는 학교 조직의 말초 단위로서 교실 운영을 위해 담임교사가 지향해야 하는 리더십은 어떤 것이며, 그러한 리더십이 조직원인 학생에게 어떠한 정서적, 심리적 영향을 미칠 수 있는지 객관적으로 확인하였다는 것에 의미가 있다.