• Title/Summary/Keyword: Teacher Relationship

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The Mediating Effect of Organization on the Relationship between Teacher's Resilience and Job Satisfaction (교사의 탄력성이 직무만족도에 미치는 영향에서 조직의 매개효과)

  • Lee, Sang-Soo;Kim, Dae-Hyun;Song, Yeon-Joo;Oh, Jung-Hee
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.2
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    • pp.382-391
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    • 2014
  • The purpose of this study was to confirm the relationship between teacher's resilience and job satisfaction and observe the mediating effect of organization in the relationship. For the study, a survey about resilience, job satisfaction, and organization was conducted on 913 elementary, middle, and high school teachers working at Busan and Ulsan. The result was statistically treated using SPSS 18.0 program. The results of this study are as follows: First, there were as positive relationships among teacher's resilience, job satisfaction, and organization. Second, the mediating effect of organization in the relationship between teacher's resilience and job satisfaction was shown by the partial mediating effect. The result of the study shows that teacher's resilience is the variables influencing job satisfaction but organization is more important variables. Therefore, it suggests to establish organizational ethical climate for active communication among school members in order to improve teacher's job satisfaction.

The Mediating Effects of Teacher Justice Experience and Teacher-Student Relationship on the Links between Belief in a Just World and School Engagement of High School Students: Multi group Analysis with Gender (고등학생의 정당한 세상에 대한 믿음과 학교 참여 간의 관계에 대한 교사 정당성 경험과 교사-학생 관계의 매개효과: 성별에 따른 다집단 분석)

  • Jeong, Eun-Gyo;Ahn, Doehee
    • (The) Korean Journal of Educational Psychology
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    • v.31 no.2
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    • pp.215-237
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    • 2017
  • This study was to examine the mediating role of high school students' teacher justice experience and their emotional relationship with teachers in the links between belief in a just world and school engagements, along with gender differences. The participants were 383 high school students in Seoul, Korea. The results showed that the more the students believed in a just world, the more they engaged in school life. In addition, the effect of belief in a just world on teacher-student relationship was fully mediated by teacher justice experience, and teacher-student relationship also mediated association between teacher justice experience and school engagement. In particular, for female students(N=213), the belief in a just world had both direct and indirect effect on school engagement mediated by students' experience of teacher justice and their relationship with teachers in order. On the other hand, for male students(N=168), the influence of belief in a just world on school engagement was fully mediated by teacher justice experience and teacher-student relationship in sequence. The results that belief in a just world had different path to school engagement by gender could be helpful to understand beneficial effect of belief in a just world in educational context.

Moderating Effect of Childcare Teachers' Role Conflict on the Relationship Between Professionalism Perception and Teacher Efficacy: Focused on Teachers Having Children

  • Park, Mi Jung;Kim, Sang Lim
    • International Journal of Advanced Culture Technology
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    • v.7 no.1
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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.

The Relationships between The Quality of Teacher-Child Relationship, Teacher-Child Interactions, and Child Temperament (교사-유아관계의 질과 교사-유아 상호작용 및 유아의 기질과의 관계)

  • Ahn, Sun Hee
    • Korean Journal of Childcare and Education
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    • v.9 no.1
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    • pp.281-299
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    • 2013
  • The purpose of this study was to examine the relations between the quality of teacher-child relationship, child temperament, and teacher-child interaction. The subjects were 51 3-4 years old children who were attending a preschool in Seoul and their mothers. The mothers of the young children rated child temperament and the head teachers of the children evaluated the quality of teacher-child relationship. The frequency of teacher-child interactions in the classroom was collected through observation during self-selected activities in the classrooms. Observational data included frequency of teacher-initiated interactions and number of child-initiated interactions. The results showed that boys were more likely to have conflictual relationships with teachers and girls were likely to have close relationships with teachers. And lower levels of effortful control were associated with teacher-child conflict. More child-initiated interactions were related to the conflict relationships with teachers. Results suggest that child characteristics and teacher-child interactions contribute to children's relationships with teachers.

The Impact of Childcare Teachers' Adult Attachment on Teacher Efficacy: The Mediating Effect of Empathy (보육교사의 성인애착이 교사효능감에 미치는 영향: 공감의 매개효과)

  • Jinsuk Lee;Taeyeon Kim
    • Korean Journal of Childcare and Education
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    • v.20 no.1
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    • pp.21-37
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    • 2024
  • Objective: This study explores the correlation between adult attachment, empathy, and teacher efficacy among childcare teachers. Additionally, it analyzes the mediating effect of empathy on the relationship between adult attachment and teacher efficacy. Methods: The survey, conducted from July to August 2023, involved 198 childcare teachers as participants. Data Analysis was performed using SPSS 23.0 and the Process Macro. Results: First, a significant correlation was identified between childcare teachers' adult attachment (avoidance) and empathy, as well as between adult attachment (avoidance) and teacher efficacy among childcare teachers. Second, the study observed a partial mediating effect of empathy in the relationship between adult attachment (avoidance) and teacher efficacy. In essence, this research confirmed both the direct effect of avoidance attachment in childcare teachers on teacher efficacy and the indirect effect mediated by empathy. Conclusion/Implications: This research affirms the impact of adult attachment and empathy on teacher efficacy among childcare teachers, discussing implications for future training and development.

A Relationship between Teacher Commitment and Teacher Efficacy in Workplace Child-Care Center (직장어린이집 교사헌신과 교사효능감과의 관계)

  • Moon, Yeou Sim;Kang, Kyung Min
    • Korean Journal of Childcare and Education
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    • v.11 no.5
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    • pp.173-190
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    • 2015
  • This study aims to identify the difference in teacher commitment at workplace child-care centers and understand the relationship between teacher commitment and teacher efficacy. To achieve this, the data were collected from 176 teachers who were working at workplace child-care centers in Gyeonggi province, One-way analysis of variance (ANOVA), Scheff$\acute{e}$ test, and Pearson's correlation analysis were performed. According to the results, it was found that there is a high positive correlation between teacher commitment and teacher efficacy. The teacher commitment appears high and especially the teacher commitment to infants and toddlers appears the highest at the workplace child-care centers. It was also found that there is a significant difference in teacher efficacy depending on academic ability and work experience of teachers, age of infants and toddlers, and total number of teachers in the centers. This study is significant in that it provides the basic data for drawing up the measures to support the teacher commitment as one of the internal characteristics of the teachers working at the workplace child-care centers. Further studies need to explore the relationship between teacher commitment and teacher efficacy depending on the type of kindergarten or day care center.

The Relationship between Student Teachers' Perceptions on Cooperating Teacher's Professionalism and Motivation to Become a Teacher (예비보육교사가 인식한 실습지도교사의 전문성과 교직 희망 동기 간의 관계)

  • Hong, Woohyeon;Kim, Myoung Soon
    • Korean Journal of Childcare and Education
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    • v.13 no.6
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    • pp.87-109
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    • 2017
  • Objective: The purpose of this study is to examine the relationship between student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. Methods: The participants were 399 student teachers studying child care and education at two-year or four-year colleges in Seoul, Gyeonggi, Incheon, South Chungcheong, and Daejeon. They completed questionnaires on student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. The data were analyzed using ANOVA, t-test, and partial-correlation analyses. Results: There were three findings from this study. First, there was a significant difference in student teachers' perceptions on cooperating teacher's professionalism depending on the type of child care center and education system, rather than the type of class. Second, there was a significant difference in student teachers' motivation to become a teacher depending on the students' education system. Third, student teachers' perceptions on their cooperating teacher's professionalism correlated with their motivation to become a teacher. Conclusion/Implications: This study suggests that student teachers' perceptions on cooperating teacher's professionalism is significantly different depending on the type of child care center or educational system and is related with motivation to become a teacher.

The Relationship between Self-Concept and Teacher Efficacy of Nursing Teachers (보육교사의 자아개념과 교사효능감 간의 관계)

  • Hwang, Min-Hee;Lew, Kyoung-Hoon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.7
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    • pp.316-324
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    • 2017
  • The purpose of this study is to identify the relationship between the self-concept of nursing teachers and teacher efficacy and to determine differences in the level of self-concept of nursing teachers. The research results were as follows. Firstly, the relationship between the self-concept of nursing teachers and teachers efficacy showed that there was a positive correlation between self-concept and general/individual teacher efficacy. Secondly, the observation results on the variations of the teacher efficacy depending on the level of the self-concept of nursing teachers noted the positive correlations and general-, individual teacher efficacy. Self-concept showed a higher correlation with individual teacher efficacy than general teacher efficacy. In summary, the research confirmed the definite correlation between the self-concept of teachers and teacher efficacy.

The Effect of Teacher's Leadership on Human Relationship (교사 리더십이 유아교사의 조직 내 인간관계에 미치는 영향)

  • Ma, Ji-sun;An, Ra-ri;Kang, Young-Sik
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.2
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    • pp.240-245
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    • 2016
  • The aim of this study was to examine the effect of teacher's leadership on human relationships in kindergartens and child care centers. The subjects were 215 teachers employed in kindergartens or child care centers in Chungnam and Daejeon Metropolitan City. Questionnaires, which required self-reporting by teachers, were used to examine teacher's leadership and teacher's human relationships. The data were analyzed by the frequency, percentage, Pearson's correlation, and stepwise regression. The results were as follows. First, the teacher's human relationship was positively associated with the teacher's leadership. Second, the teacher's task-oriented leadership, community spirit leadership, and aim of goal leadership affected the teacher's relationship.

Multi-Culture Acceptability, Multi-Culture Teaching Efficacy on Young Child-Teacher Relationships in Childcare Centers: Mediation Effect of Attitude towards Multi-Culture Education (보육교사의 다문화 수용도와 다문화 교수효능감이 다문화가정 유아-교사 관계에 미치는 영향: 다문화 교육태도의 매개효과를 중심으로)

  • Kim, Hye Gum;Lim, Yang Mi
    • Human Ecology Research
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    • v.53 no.5
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    • pp.557-566
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    • 2015
  • This study investigated the effects of multi-culture acceptability and multi-culture teaching efficacy on young child-teacher relationships. The teachers' attitude towards multi-culture education was included in the analysis as a mediator between multi-culture acceptability and multi-culture teaching efficacy. Participants were 295 teachers and 295 young children between 3 and 5 years in childcare centers located in Seoul, Incheon, Ulsan, Gyeonggi, and North Gyeongsang Province. Teachers completed questionnaires regarding multi-culture acceptability, multi-culture teaching efficacy, and attitude towards multi-culture education. Collected data were analyzed by descriptive statistics, Pearson's correlation, Structural Equation Model, and Sobel test with SPSS ver. 18.0 and AMOS ver. 21.0. The results were as follows. First, the subscale of multi-culture acceptability and multi-culture teaching efficacy generally showed a positive correlation with closeness and conflict in the subscale of young child-teacher relationships. Second, teacher's multi-culture acceptability directly influenced the young child-teacher relationship. In addition, the impact of multi-culture teaching efficacy on young child-teacher relationship was mediated perfectly by the multi-culture education attitude. The results suggest that the multi-culture teaching efficacy promote early childhood multicultural education attitudes and that can be changed to positive teacher relationships.