• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.143-161
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• 2017

Objective: The purpose is to verify that whether there are significant correlation between parent-teacher cooperation, quality of home environment, and mathematical interaction of parents and cognitive development of 3-year-olds, and the quality of home environment and mathematical interaction mediate the relationship between the parent-teacher cooperation and the cognitive development. Methods: A test was performed on 110 3-year-olds enrolledin a daycare center located in city S, and a questionnaire survey was conducted on their parents. We analyzed our data using SPSS WIN 21.0 and pearson's correlation, tested the mediating effect using regression, and used the Sobel test to check significance of the mediating effect. Results: Cognitive development of 3-year-olds was correlated with the parent- teacher cooperation, the quality of home environment, and mathematical interaction of parents. The quality of home environment showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development, and the mathematical interaction showed complete mediating effect on the relationship between the parent-teacher cooperation and the cognitive development. Conclusion/Implications: The parent-teacher cooperation indirectly predicts the cognitive development through the quality of home environment and the mathematical interaction. This research can contribute to the development of the family- institution connection program to facilitate the parent-teacher cooperation.

• The Korean Journal of Community Living Science
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• v.22 no.1
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• pp.163-179
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• 2011

This study was conducted in an inclusion class in M Inclusion Day Care Center in Busan. Thirteen sessions of cooperation teaching were applied in the inclusion class. In this sense, the purpose of this study was to identify what kinds of change occurred in the perspectives of teachers' role on both the general education teacher and the special education teacher during cooperation teaching. The data were collected through participation observations, teachers' reflective journals, and interviews. From the results of the study, it could be suggested that various types of teaching strategies need to be introduced to both teachers from the beginning of inclusion so that the general teacher and the special education teacher could understand each others roles and tasks, share opinions and ideas about daily activities, and experience the roles of the other teacher.

• Korean Journal of Childcare and Education
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• v.20 no.1
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• pp.73-89
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• 2024

Objective: The purpose of this study was to examine the effect of communication and cooperation between teachers and parents on infant care. Specifically, this study explored the direct effect of teacher-parent partnership on teacher-infant interactions and the indirect effect through teacher sensitivity. Methods: The participants of this study were 216 teachers in charge of infant classes at child care centers located in Gyeonggi-do. They responded to questionnaires on teacher-parent partnership, their sensitivity, and teacher-infant interactions. Data were analyzed using structural equation modeling. Results: First, teacher-parent partnership did not have a direct impact on teacher-infant interactions. Second, teacher-parent partnership indirectly influenced teacher-infant interactions through teacher sensitivity. In other words, a high level of teacher-parent partnership was associated with a high level of sensitivity, subsequently resulting in the provision of high-quality interactions for infants. Conclusion/Implications: This study confirmed the role of teacher sensitivity as a mechanism to explain how teacher-parent partnership is linked to teacher-child interactions. The results emphasize the importance of communication and cooperation between teachers and parents in enhancing teachers' sensitivity and, ultimately, providing high-quality child care to infants.

• 대한공업교육학회지
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• v.43 no.1
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• pp.76-93
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• 2018

The purpose of this study is to analyze job of management teacher of industry-academy cooperation of specialized high school using DACUM method. The contents of this study are to identify the duties, tasks and the level of importance, difficulty, frequency and entry level on each task. Finally, based on the job analysis results, the DACUM chart of management teacher of industry-academy cooperation of specialized high school was developed. The workshop for DACUM job analysis consisted of one DACUM facilitator who acquired Level-I license, eight members of DACUM who had more than five years experience, one clerk and one practitioner for two days. The results of the study are as follows. First, this study defines management teacher of industry-academy cooperation as 'a person who career teachers in charge of career guidance, NCS-based field practice, establishment of industry-academia-government relations, external business administration, industry-academia cooperation administration, teaching subject class'. Second, the job of management teacher of industry-academy cooperation were total 7 duties and 80 tasks. Third, the importance, difficulty, and frequency of each task are classified into high (A), normal (B), and low (C) according to degree. Finally, this study make out a DACUM chart of management teacher of industry-academy cooperation of specialized high school based on the results of DACUM job analysis. And knowledge, skills, tools, and positive behaviors, future trends/concerns about management teacher of industry-academy cooperation of specialized high school were presented.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.95-110
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• 2015

In this study, an analysis of the actual conditions and needs regarding elementary school teacher's levels of cooperation was conducted. This was done from the assumption that it is essential for good communication and cooperation to exist between elementary school teachers and after-school care teachers to provide the most reliable after-school care environment possible. Individual interviews with 6 elementary school teachers were conducted, and the results of the data analysis were as follows. First, the necessity for close communication and interaction between teachers was clearly established, due to the obvious advantages obtained from cooperation on supporting children and improving the teacher's levels of expertise. However, contrary to this, the elementary school teachers in fact did not have very good communication between themselves and the after-school care teachers. Second, the problems in cooperation revealed a degree of disapproval regarding the perceived independence of after-school care teacher's duties, a sense of burden arising from interaction with a large number of teachers, the lack of communication time due to the workload of elementary school teachers, and the lack of material resources. Third, teachers further stated that although they were generally interested in after-school care classes, and showed approval of the role of after-school care teachers, regular meetings, and an expansion of the current messenger systems of communication with after-school teachers are clearly needed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8325-8335
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• 2015

This study is to explore degree of childcare teacher's teacher efficacy and the factors influencing of knowledge related to disease, self-esteem and job stress on teacher efficacy of those surveyed. A descriptive study was conducted with a survey of 257 childcare teacher in G city. The data were analyzed with t-test, ANOVA, Pearson's correlation coefficients and Hierarchial multiple regression using SPSS WIN/21.0 program. The mean score of the was teacher efficacy $78.70{\pm}8.28$. The teacher efficacy was had a positive correlation with self-esteem (r=.493 p<.001) and a negative correlation with job stress(r=-.247, p<.001). But the teacher efficacy was had a not correlation with knowledge related to disease. (r=.046, p=.257) The result of the hierarchial regression indicated that self-esteem, job stress and position explained 30.0% of variance in teacher efficacy. The result suggest that it is necessary to interventional strategies to promote teacher efficacy for childcare teacher in childcare centers to improve teacher efficacy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.6
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• pp.3982-3990
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• 2015

The purpose of this study is to explore degree of childcare teacher's teacher efficacy and the factors influencing of self-esteem and job stress on teacher efficacy of those surveyed. A total of 280 childcare teacher in G do were surveyed. All of this data is analyzed by using t-test, ANOVA, Pearson's correlation coefficients, multiple regression analysis with SPSS WIN/18.0. Teacher Efficacy according to general characteristics of those surveyed revealed significant difference in age, work experience, position, class age, and child parenting experience. Regression analysis showed 11.7% of variance in childcare teacher's teacher efficacy can by experience of dating with self-esteem and job stress. The fallow-up survey about various factors influencing childcare teacher's teacher efficacy is needed and teacher efficacy increasing mediation way are required.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.427-433
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• 2021

This study examined the influence of child care teachers' playfulness on teacher-child interactions. The mediating influence of the teacher's efficacy on these relationships was also examined. The study subjects were 293 child care teachers in Busan and Gyeongnam. The collected data were analyzed with a structural equation model to verify the structures and paths among the variables overall. The results were as follows. First, teachers' playfulness directly affected the teacher-child interactions. Second, the teacher's efficacy had a direct effect on the teacher-child interactions. Third, teachers' playfulness not only influenced the teacher-child interactions directly but also influenced teacher-child interactions through the teacher's efficacy. The study concludes with a discussion of the implications of the influence of child care teachers' playfulness on teacher-child interactions mediated by the teacher's efficacy.

• Journal of Families and Better Life
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• v.34 no.6
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• pp.55-67
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• 2016

The purpose of this study was to examine the relationship between Toddlers'negative emotionality and mothers' parenting stress and the moderating roles of a husbands'cooperation, mother-teacher partnership, and other social support. The participants of this study were 248 mothers with toddlers aged 24-35 months. The method of research used was the questionnaire method. The collected data were mainly analyzed by descriptive statistics, t-test, one-way ANOVA, $Scheff{\acute{e}}$ test, Pearson's correlation and multiple regression analysis. The main results of this study were as follows. First, there were differences in mother's parenting stress according to individual characteristics such as mothers employment status, parenting costs, mother's feeling of pregnancy. Second, a moderator effect of a husbands' cooperation was found in the relationship between toddlers'negative emotionality and mothers' parenting stress. Therefore, it was confirmed that husband's cooperation is more of an important factor in nursing children with negative emotions than other support systems.

• Journal of the Korean Society for Library and Information Science
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• v.49 no.2
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• pp.275-290
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• 2015

Cooperation between school libraries and public libraries is one of strategies to use the libraries'resources effectively and foster an educational role of librarians by providing good services to children and young adults. According to analysis results of the questionnaire on their cooperation, they sympathize necessary of cooperation between school libraries and public libraries and consider programs and materials as the most necessary part of mutual cooperation. They recognize that lack of awareness and attention obstructs their coordination in common. The teacher librarians promote the programs and services for children and young people of the public libraries, the public librarians also introduce their programs to the school libraries and discuss purchasing and providing educational materials with the teacher librarians. Finally, they assist that assignment of professional workforce and network operation are necessary to improve inter library collaboration.