• International Journal of Advanced Culture Technology
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• 제7권1호
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• pp.58-63
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• 2019

The purpose of the study was to examine the moderating effect of childcare teachers' role conflict on the relationship between their professionalism perception and teaching. The subjects were 365 childcare teachers who had children. They were asked to complete the survey on professionalism perception, role conflict in women, and teacher efficacy along with their background information. The collected data were analyzed using SPSS version 24.0 software. Descriptive, Pearson's correlation analyses, and a hierarchical regression analysis were conducted. As results, first, the childcare teachers with high professionalism perception showed high teacher efficacy, and the childcare teachers with high role conflict showed low teacher efficacy. Second, there was the moderating effect of role conflict on the relationship between professionalism perception and teacher efficacy.

• 산업융합연구
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• 제19권1호
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• pp.43-51
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• 2021

본 연구는 교사들이 인식하는 갈등 유형과 대응 방법을 분석하기 위해 실시되었다. 연구를 위해 초·중등 교사 561명의 설문 결과를 독립표본 t-검증과 일원변량분석을 통해 분석하였다. 연구결과는 다음과 같다. 첫째, 동료교사, 학부모, 교육정책에 대한 갈등과 관련하여 담임 여부, 전입 여부, 근무 지역에 따라, 학생과의 갈등과 관련하여 담임 여부와 전입 여부에 따라, 관리자와의 갈등과 관련하여 근무 지역에 따라, 행정직원과의 갈등과 관련하여 담임 여부와 근무 지역에 따라 평균 차이가 있었으며, 이는 통계적으로 유의미한 수준이었다. 둘째, 학생 갈등 대응과 관련하여 성별과 전입 여부에 대한 응답의 차이가, 교육정책 갈등 대응과 관련하여 성별과 담임 여부에 대한 응답의 차이가 통계적으로 유의미한 것으로 나타났다. 연구 결과를 토대로 학교장의 조직 갈등 이해와 관리 역량 제고, 갈등 해소를 위한 교사들의 전략 학습이라는 시사점을 제시하였다.

• 대한가정학회지
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• 제50권5호
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• pp.67-77
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• 2012

The purpose of this study was to investigate the mediating and moderating effects of teacher-child relationships on children's social behavior and peer preference. The participants were 508 children and 28 head teachers of their classes. Teachers measured the children's social behavior and the teacher-child relationships. Peer preference was measured by peer nomination. The association between prosocial behavior and peer preference was partially mediated by teacher-child conflict. The association between withdrawal, aggression and peer preference was fully mediated by teacher-child conflict. The moderating effects of teacher-child conflict were found between prosocial behavior and peer preference. In addition, teacher-child conflict moderated the association between physical aggression and peer preference.

• 아동학회지
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• 제32권4호
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• pp.167-183
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• 2011

This study examined whether any relationship exists between teachers' and children's perceptions of the teacher-child relationship and how factors such as the child's self-regulation and stress, and the teacher's self-efficacy and stress affect the teacher-child relationship. The participants for this study consisted of 101 kindergarteners and 17 teachers. Most of the children (88%) and teachers (88%) perceived teacher-child closeness. On the other hand, 22% of children and 11% of teachers perceived teacher-child conflict. The child's self-regulation affected both children's and teachers' perceptions of teacher-child closeness and conflict. The teacher's self-efficacy affected both children's and teachers' perceptions of teacher-child closeness. It also affected teachers' perceptions of teacher-child conflict. The child's and teacher's stress affected both children's and teachers' perceptions of teacher-child conflict. These findings were discussed with respect to implications for the classroom and future research.

• 수산해양교육연구
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• 제27권5호
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• pp.1252-1264
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• 2015

This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

• 아동학회지
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• 제37권4호
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• pp.117-128
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• 2016

Objective: The purpose of this study was to explore the structural relationships of child negative emotionality, mother rejective parenting, teacher-child conflict, and child emotion regulation on child aggression. Methods: The participants in this study were 3- to 5-year-old kindergarten children, their mothers, and their teachers (all of whom lived in Busan). The data were analyzed using PASW Statistics 18.0 and AMOS 21.0. For data analysis, frequency, Cronbach's alphas, Pearson's correlation coefficients, SEM were used. Results: First, mother rejective parenting had an indirect effect on child aggression through child emotion regulation. Second, teacher-child conflict had a direct effect on child aggression and had an indirect effect on child aggression through child emotion regulation. Third, child negative emotionality had an indirect effect on child aggression through mother rejective parenting and teacher-child conflict and child emotion regulation. Conclusion: These finding suggest the importance of mediating effect of mother rejective parenting, teacher-child conflict and child emotion regulation between child negative emotionality and aggression.

• 한국보육지원학회지
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• 제14권6호
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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.

• 한국보육지원학회지
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• 제8권1호
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• pp.109-124
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• 2012

본 연구는 보육교사들이 교직원들과의 갈등상황에서 어떤 갈등관리전략을 사용하는지를 알아보기 위해 시작되었다. 이를 위해 연구자는 C직장어린이집 0세반에서 참여관찰 하여 교사들의 대화에서 드러난 갈등의 원인별로 보육교사들이 사용한 갈등관리전략을 분석하였다. 첫째, 보육교사들은 적합한 간식제공 방법을 건의했으나 조리사들이 개선해주지 않는 상황과 교사용 간식이 정당하게 제공되지 않는다고 느끼는 상황에서 지배적인 갈등관리전략을 사용하였다. 둘째, 보육교사들은 보육시간 중에 환경미화원이 도움을 요청한 상황과 주임교사에게 갑작스런 업무를 부여받을 수도 있음을 알게 된 상황에서 회피적인 갈등관리전략을 사용하였다. 셋째, 보육교사들은 대체교사를 구하지 못해 휴가를 가기 어려워진 상황에서 통합적인 갈등관리전략을 사용하였다. 넷째, 보육교사들은 휴가기간 동안 교사근무배치를 원장이 제안한 상황에서 배려적인 갈등 관리전략을 사용하였다. 다섯째, 보육교사들은 공동으로 관리하는 유희실을 특정 교사들만 청소하게 되어 불합리하다고 느끼는 상황에서 타협적인 갈등관리전략을 사용하였다.

• Human Ecology Research
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• 제54권3호
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• pp.321-332
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• 2016

This study clarified the maintenance of relationship between children and teachers based on longitudinal data and explored the latent classes. It clarified the latent classes connection with the children's peer play interaction. The subjects of this study were 194 children (aged 3) who attended 11 different kindergartens and daycare centers. We collected data three times (once every 6 months) until they reached age 4. The results of this study were: first, closeness, conflict, and dependence of child-teacher relationship that showed a continuous short-term connection. Second, we classified the child-teacher relationship into three groups according to longitudinal data. Those groups were, 'low level maintenance group' which had the lowest conflict and dependence compared to the highest closeness with teacher, 'middle level maintenance group' which had the teacher relationship in the middle level of the sub element area, and 'high level maintenance group' which showed high conflict and dependence compared to low closeness with the teacher. Third, the group which maintains a longitudinal high conflict.dependence showed more interruption and disruption behavior than the group which maintained a low conflict and dependence. In conclusion, the child-teacher relationship seemed to be the steady characteristic because it showed the early formation of a stable relationship. It was possible to predict the child's peer interaction through an early child-teacher relationship. Teachers need to be educated by the kindergarten and daily care center because the early formation of a child-teacher relationship can be the foundation of child's later peer and teacher relationships.

• 한국보육지원학회지
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• 제8권2호
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• pp.81-99
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• 2012

본 연구는 보육교사의 발달에 적합한 실제(DAP)에 대한 신념 및 교사효능감이 갈등해결태도에 미치는 영향을 살펴보고자 하였다. 이를 위하여 인천지역 어린이집에 근무하는 보육교사 128명을 대상으로 설문조사를 실시하였다. 수집된 자료는 상관분석, 다변량 분산분석, 로지스틱 회귀분석을 이용하여 분석되었다. 연구결과는 다음과 같다. 첫째, 사회인구학적 변인 가운데 연령에 따른 차이만 유의미하게 나타났는데, 20대 교사가 30대 이상 교사보다 DAP신념, 협력형 갈등해결 수준이 높고 회피형 갈등해결 수준은 낮은 것으로 나타났다. 둘째, 보육교사의 DAP신념과 교사효능감은 협력형 갈등해결과 정적 상관이 있는 반면에, 회피형 및 경쟁형 갈등해결 수준과는 부적 상관이 있는 것으로 나타났다. 마지막으로 보육교사의 DAP신념 및 교사효능감은 사회인구학적 변인을 통제한 이후에도 갈등해결태도에 영향을 미쳐, DAP신념과 교사효능감 수준이 높을수록 협력형 갈등해결을 선호하는 것으로 나타났다. 본 연구의 결과는 유아의 사회성 발달을 위한 적절한 교육이 이루어지기 위해 교사의 신념 및 교수전략에 대한 교사교육의 자료로 활용될 수 있을 것이다.