• 아동학회지
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• 제29권6호
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• pp.245-257
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• 2008

Subjects in this study on causal relationships among playfulness, interactive peer play, teacher-child relationships, and creative characteristics were 286 3- to 5-year-old children. Instruments were the Rating Scale for Creative Characteristic of Preschoolers (Lee et al., 2002), Children's Playfulness Scale (Bemett, 1990), Penn Interactive Peer Play Scale (Fantuzzo et al., 1995), and Student Teacher Relationship Scale (Pianta, 1991). Results showed : (1) significant relationships among social spontaneous, cognitive spontaneous and children's humor in sub-areas of children's playfulness, friendliness in sub-areas of teacher-child relationships, play interaction in sub-areas of interactive peer play and creative characteristics. (2) Children's creative characteristics directly influenced social spontaneous, cognitive spontaneous and children's humor in sub-areas of children's playfulness and of play interaction in sub-areas of interactive peer play.

• 한국과학교육학회지
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• 제12권1호
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• pp.103-118
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• 1992

Quality control of science teachers seems to be one of the most important tasks to improve the quality of science education in Korea. The purposes of this study, as a survey, were to identify characteristics of good science teachers and to make an outline of preservice teacher education curriculum for cultivating the characteristics from inserivce secondary science teachers. A questionnaire was developed for this study and distributed to 176 inservice teachers. It had three parts: 1) characteristics of good science teachers, 2) weights of preservice curriclum areas, and 3) weights of college courses. The means and standard deviations of teachers' responses were calculated. To test the differences between teacher variables, t-tests were executed. The inservice teachers perceived that the junior-high school teacher's characteristics should be different from the senior-high school teacher's. Characteristics, such as enthusiasm toward teaching or students, subject knowledge, content selection and organizing skill, teaching techniques, and scientific worldview were ranked within top five of good science teacher's chracteristics. The teachers' perception about preservice curriculum were as follows: 1) present weight of liberal arts area should be reduced: 2) weight of content area for junior-high school teachers should be different from that for senior-high school teachers: 3) present weight of pedagogy area should be increased: 4) present weight of science education area should be increased: and 5) many courses in pedagogy and sciencd education areas need to be changed, Based on the data and disussion, a conceptual model for preservice teacher education curriculum was proposed.

• 한국보육지원학회지
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• 제11권1호
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• pp.173-190
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• 2015

본 연구는 어린이집 조직특성이 교사효능감에 미치는 영향을 알아보기 위해 수행되었다. 이를 위해 수도권지역 어린이집 교사 319명을 대상으로 조직특성, 교사효능감을 측정하였고 수집된 자료는 교사경력 변인을 고려하여 F-검증, 회귀분석 방법으로 분석하였다. 분석결과를 요약하면 첫째, 어린이집 교사효능감은 경력에 따라 차이가 있는 것으로 나타났다. 둘째, 어린이집 조직특성 중 도전, 역할명확성, 수퍼비전, 재교육은 교사효능감에 영향을 미치는 것으로 나타났다. 특히, 경력이 5년 미만인 교사에게는 도전, 역할명확성이, 경력이 5년 이상인 교사에게는 도전, 역할명확성, 재교육의 조직특성이 교사효능감에 영향을 미치는 것으로 나타났다. 어린이집 교사에게 공통적으로 영향력이 큰 조직특성은 도전과 역할명확성이었다. 연구결과를 토대로 어린이집 교사효능감 향상을 위한 조직특성에 대해 논의하였으며, 교사경력별 효능감을 높이기 위한 방안을 제안하였다.

• 한국융합학회논문지
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• 제8권6호
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• pp.171-180
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• 2017

본 연구는 중등학생의 융합교육 실행자인 중등교사의 개인특성, 환경특성이 교사효능감과 직무만족도에 미치는 영향을 검증하고자 수행되었다. 이를 위해 광주 전남 지역의 55개 중등학교 남녀 교사 696명을 대상으로 교사효능감과 직무만족도 검사 실시 후, 그 결과를 분석하였다. 본 연구에서 교사효능감은 소명감, 교수학습, 동료관계, 학교조직의 4가지 요인으로, 직무만족도는 직무관계, 보상체계, 근무환경의 3가지 요인으로 구성되었다. 다변량 분석결과, 교사의 개인적 특성과 근무환경에 따라 교사효능감과 직무만족도에 의의 있는 차이가 있었다. 따라서 교사효능감과 직무만족도는 교사의 개인특성, 환경특성 등에 의해 형성되는 복합적인 요인으로 볼 수 있다. 중등교사의 교사효능감과 직무만족도 제고를 위해서는 개인특성과 환경특성을 모두 반영한 교사교육과 연수 프로그램 개발 등의 방안 마련이 필요할 것으로 보인다.

• 한국초등과학교육학회지:초등과학교육
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• 제34권2호
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• pp.210-223
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• 2015

The purpose of this study was to analyze the stresses of teachers for elementary science class. To do these, the Science Teacher Stress Inventory has been developed the Science Teacher Stress Inventory, which consisted of 45 stress factors with subcategories such as student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures. 120 teachers for elementary science class have participated in this questionnaire survey. The results of this study are as follow: First, stress from teacher characteristics is perceived as having more stress factors than five stress factors (student characteristics, teacher characteristics, expertise of science education, school environment, and administrative procedures). but all of the five stress factors was under normal. The detail question of stress such as 'Having to guide educational guidance and course in life education', 'Having to cope with the demand of new curricula', 'Pace of the school day is too fast', 'No time to attend training of the experiment (preliminary experiment)', 'Not enough time to complete lesson preparation and marking', 'Having to cope with non-teaching delegated duties', 'Fear of getting injured as a result of lab accidents' are perceived as having a lot of stresses. Second, there were not statistically significant differences in their personal variables such as gender, the course of high school. but there were statistically significant differences in their personal variables such as whether elementary subject exclusive science teacher, career in education experience, teaching grade. Third, coping ways of stresses are active support for better science teaching conditions, training of the experiment for expertise of science education, developing a workbook for science class.

• 아동학회지
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• 제33권5호
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• pp.71-89
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• 2012

This study examined the characteristics of early child care teachers and the ways this influences their abilities to promote the parent-teacher partnerships. 266 early child care teachers participated in this study. Parent-teacher partnerships, communication competence, interpersonal competence, and teacher efficacy in enlisting parental involvement were measured by means of The Caregiver-Parent Partnership Scale, Global Interpersonal Communication Competence Scale, Interpersonal Competence Questionnaire and selected elements of the Teacher Self-efficacy Scale. The results indicated that parent-teacher partnerships were significantly different in terms of the characteristics of teachers. The hierarchical multiple regression analysis revealed that the communication competence, interpersonal competence, and teacher self-efficacy significantly predicted the type and quality of parent-teacher partnerships. In conclusion, improving the effectiveness of parent-teacher partnerships seems heavily dependent upon the quality and personal abilities an beliefs of early child care teachers.

• 대한가정학회지
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• 제44권5호
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• pp.99-107
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• 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.

• 대한가정학회지
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• 제45권8호
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• pp.49-59
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• 2007

This study was intended to investigate the influence of teacher empowerment on organizational? effectiveness, and the moderating effects of personal and organizational characteristics on the relationship of teacher empowerment and organizational effectiveness in early childhood educational institutes. The subjects in this study were 808 teachers who worked at kindergartens and childcare centers located in all parts of Korea. This study was surveyed with the questionnaires. The results are as follows. Firstly, teacher empowerment had a positive and meaningful influence on all components of organizational effectiveness, such as organizational commitment, job satisfaction, and job performance. Secondly, as for the moderating effects of personal and organizational characteristics on the relationship of teacher empowerment and organizational effectiveness, teachers' educational background had moderating effects on job performance of organizational effectiveness, and married or unmarried status of teachers, teachers' experiences in other institutes, type of institute, and the number of teachers working in an institute had moderating effects on organizational commitment. Also, the number of teachers working in an institute had moderating effects on job satisfaction. However, teachers' period of service in their present institutes didn't have moderating effects between teacher empowerment and organizational effectiveness.

• 수산해양교육연구
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• 제21권3호
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• pp.347-360
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• 2009

The purpose of this study was to investigate the characteristics of a teacher's questions in each context of musical activity by analyzing those questions in kindergarten music activity qualitatively. The participant in research was a teacher in charge of the class of children aged 7. Analysis was carried out on the data collected for 3 months through participation observance note, recording material, interview material and weekly plan. As a result, the teacher's questions were leaned upon the convergent questions to confirm the reflection of information and the understanding of function in singing and performing activity. On the other hand, the teacher's questions were leaned upon the diffusive questions for the thought of integration of information in composition activity and upon the diffusive questions for representing feeling or image with no relation to musical meaning in appreciation activity. However, the teacher's questions for control were conducted together with one of the questions, the question mentioned ahead. The tacit control question in singing and performing activity and the explicit control question in composition activity were conducted together, and in appreciation activity, the simple questions to lead the class, though not with the purpose to control attention, was conducted together.

• 한국초등과학교육학회지:초등과학교육
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• 제33권4호
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• pp.683-699
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• 2014

The purpose of this study was to explore the characteristics of teacher learning and changes in teachers' epistemic beliefs within a learning community of elementary science teachers. Three in-service elementary teachers who majored in elementary science education in a doctoral course of a graduate school of education participated in the study, and learning activities in the teachers' beginning learning community provided a context for the study. Data sources included field notes produced by the researcher who engaged jointly in the teacher learning community as a coach, audio-recordings of the teachers' narratives, and artifacts generated by the teachers during the process of teacher learning. Complementary analyses of these multiple sources of data revealed that epistemic beliefs of the three elementary teachers were different and that each teacher made a different plan of science instruction based on his own epistemic belief even after the learning experiences within the teacher community. It was therefore suggested that science teacher education programs should be organized in consideration of the nature of teachers as constructivist learners and their practical resources.