• Title/Summary/Keyword: Teacher Relationship

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The Mediating and Moderating Effects of Teacher Preference on the Relationship between Behavior Problems and Peer Victimization (아동의 문제행동과 또래괴롭힘 피해 관계에 대한 교사 선호도의 매개 및 중재효과)

  • Shin, Yoo-Lim
    • Journal of Families and Better Life
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    • v.27 no.5
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    • pp.115-122
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    • 2009
  • This study investigated the mediating and moderating effects of teacher preference on the relationship between behavior problems and peer victimization. The subjects were 520 children in the fifth and sixth grades. Children completed peer nominations that assessed peer victimization. Teachers rated children's internalizing, externalizing problems and teacher preference. The full mediating effect of teacher preference was found in externalizing problems and the partial mediating effect was found in internalizing problems. Moreover, the moderating effect of teacher preference was found only in internalizing problems, which suggests that high teacher preference protects internalizing problems from peer victimization.

Analyzing the Structural Relationship among Childcare Center Innovativeness, Digital Literacy of Early Childhood Teachers, Technostress and Teacher Efficacy (어린이집 조직혁신성, 영유아교사의 디지털 리터러시, 테크노스트레스와 교사효능감 간의 구조적 관계 분석)

  • Yoon Ji Kim;Myoung Soon Kim
    • Korean Journal of Childcare and Education
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    • v.19 no.1
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    • pp.1-21
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    • 2023
  • Objective: The purpose of this study was to examine the structural relationship among child care center innovativeness, the early childhood(EC) teacher's digital literacy(DL), technostress and teacher efficacy. Methods: The participants were 454 EC teachers and were selected only if they had worked for more than one year. The innovativeness of childcare centers, the teacher's DL, technostress, and teacher efficacy were assessed through online self-report questionaries. Data were analyzed through ANOVA, t-test, and SEM. Results: First, DL and technostress of EC teachers differed in some ways depending on the teacher's demographic background, the characteristics of their working institution, and their educational level of digital skills. Second, the childcare center innovativeness directly had a significant positive effect on DL, technostress, and efficacy of the teachers. In addition, the effect of the innovativeness on teacher efficacy was mediated by DL and technostress of the teachers. Conclusion/Implications: The more efforts made of childcare centers for recognizing the rapid development of DL and trying to change, the better the teacher's scores of DL and the appropriate technostress were, which increases teacher efficacy. So, continuous training and education for teachers with consideration of age and teaching experience, as well as public aid to improve teachers' DL skills are required.

The Mediation Effect of Trust in Homeroom Teacher in the Relationship of his Transformation Leadership and the Students' Emotional Stability (담임교사의 변혁적 리더십과 학생의 정서적 안정감 관계에서 담임교사신뢰의 매개효과)

  • Lee, Joo-Yeon
    • The Journal of the Korea Contents Association
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    • v.20 no.12
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    • pp.426-440
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    • 2020
  • This study was conducted to confirm the mediating effect of the teacher's trust in the relationship between the classroom teacher's transformative leadership and the students' emotional stability from the organizational perspective. For this, the data from 290 middle school students in Seoul were collected and analyzed. As a result of the study, the transformative leadership of the homeroom teacher had a positive (+) effect on the trust of the leader. In addition, the teacher's trust in the leader had a positive (+) effect on the learner's emotional stability. In addition, it was confirmed that the teacher's transformational leadership had a positive (+) effect on the learner's emotional stability. Finally, in the relationship between the homeroom teacher's transformative leadership and the learner's emotional stability, teacher trust has a partial mediating effect. This study is meaningful in that it has objectively verified what kind of leadership the homeroom teacher should aim for in order to operate the classroom as the peripheral unit of the school organization, and what emotional and psychological effects such leadership can have on students who are members of the organization.

Effects of Young Children's Temperament and Teacher-Child Relationship on Young Children's Problem Behaviors (유아의 기질과 교사-유아 관계가 유아의 문제행동에 미치는 영향)

  • Moon, Sang Hee;Lee, Kyung Nim
    • Korean Journal of Childcare and Education
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    • v.8 no.3
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    • pp.69-89
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    • 2012
  • This study was to examine the effects of young children's temperament and teacher-child relationship on young children's problem behaviors. The subjects of this study were 231 3-, 4- and 5- year old children and their teachers. The collected data were analyzed by correlations and pathway analysis. The results were as follows: First, young children's temperament were found to affect young children's problem behaviors directly and indirectly though teacher-child relationship. 'Negative emotionality' and 'attention span/persistence' temperament were found to be important for externalizing problem behaviors, and 'activity level' temperament to be important for internalizing problem behaviors. Second, teacher-child relationship was found to affect young children's problem behaviors directly and to mediate between young children's temperament and problem behaviors. Additionally teacher-child conflict relationship was found to be the most important variable predicting young children's externalizing and internalizing problem behaviors.

The Effects of Maternal Parenting, Teacher-Child Closeness Relationships and Effortful Control on Young Children's Leadership (어머니의 양육행동과 교사-유아 친밀 관계 및 유아의 의도적 통제가 리더십에 미치는 영향)

  • Lee, Kyung Nim
    • Korean Journal of Childcare and Education
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    • v.11 no.6
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    • pp.19-36
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    • 2015
  • This study examined the effects of young children's effortful control, maternal parenting and teacher-child closeness relationship on young children's leadership. The subjects of this study were 266, 4-5 year old children and their mothers and teachers. Young children's effortful control, maternal parenting, teacher-child relationship and leadership were assessed by mother's and teacher's report. The collected data were analyzed by means of Pearson's correlation and pathway analysis. The results were as follows: first, teacher-child closeness relationship was found to affect young children's leadership directly and indirectly through young children's effortful control. Second, maternal parenting was found to affect young children's leadership indirectly through young children's effortful control. Third, young children's effortful control was found to affect leadership directly and to have a mediating effect between maternal parenting and young children's leadership, and between teacher-child closeness relationship and young children's leadership. Additionally teacher-child closeness relationship was found to be the most important variable predicting young children's leadership. These findings suggest that teacher-child closeness relationship could be the most important means by which we could improve both young children's effortful control and leadership.

The Mediating Effect of Cognitive Flexibility and Active Coping on the Relationship between Adult Attachment and Perceptions of Teacher-student Relationships in Elementary School Teachers (초등교사의 성인애착과 교사-학생 관계에서 인지적 유연성과 적극적 대처의 매개 효과)

  • Choi, Sara;Kim, Minjeong
    • Korean Journal of School Psychology
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    • v.18 no.2
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    • pp.197-220
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    • 2021
  • This study examined the mediating effect of cognitive flexibility and active coping on the relationship between elementary school teachers' adult attachment and their perceptions of teacher-student relationships. Questionnaires were given to 203 elementary school teachers in Gyeonggi-do that contained adult attachment, cognitive flexibility, coping, and teacher-student relationship scales. Collected data was analyzed using SPSS 23.0 and SPSS macros. There were three major results. First, cognitive flexibility fully mediated the relationship between adult attachment and perceptions of teacher-student relationships. Teachers who had secure adult attachment tended to positively perceive teacher-student relationships as a result of their cognitive flexibility. Second, active coping did not mediate the relationship between adult attachment and perceptions of teacher-student relationships when the mediating effects of both cognitive flexibility and active coping were considered. This result means that adult attachment indirectly affected active coping via cognitive flexibility. Third, cognitive flexibility and active coping fully mediated the relationship between adult attachment and perceptions of teacher-student relationships. Teachers who had secure adult attachment tended to perceive teacher-student relationships positively as a result of their cognitive flexibility and active coping. This paper presents the implications of these results, limitations of this study, and suggestions for future research.

The Moderating Effect of Children's Verbal Ability in the Relation Between a Child's Shyness and Teacher-Child Relationships in Kindergarten (유아의 수줍음과 교사-유아 관계 간의 관계에 대한 유아 언어능력의 조절효과)

  • Kwon, Yeon-Hee
    • Korean Journal of Childcare and Education
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    • v.14 no.4
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    • pp.109-126
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    • 2018
  • Objective: The purpose of the present study was to explore the moderating role of children's verbal ability in the relation between shyness and teacher-child relationships. Methods: Participants were 200 children, their mothers, and their kindergarten teachers. Children's shyness was rated by their mothers and teachers, and children's verbal ability was measured using the language problem solving ability test. And teachers completed a rating scale in order to examine the teacher-child relationship. The collected data were analyzed using correlations and hierarchical multiple regressions. Results: Children's shyness had a negative relation to close teacher-child relationships. And child's verbal ability was significantly related to teacher-child relationships. Hierachical regression analysis indicted to the interaction of child's shyness and verbal ability predicted close teacher-child relationships. Children's shyness, those who demonstrated the lowest level of child's verbal ability, was significantly associated with close teacher-child relationships. Children's shyness had no significant relation to close teacher-child relationships, especially for the highest level of children's verbal ability. Conclusion/Implications: We suggested that verbal ability training for children might be valuable for shy children in order to buffer the link between shyness and teacher-child relationships.

Relationships among Teachers' Organizational Commitment, Organizational Loyalty Behavior, and Working Satisfaction in Day Care Center (보육교사의 조직몰입 및 조직충성행동과 업무만족과의 관계)

  • Oh, Kyoung-Sook;Chough, Jin-Hee
    • Korean Journal of Human Ecology
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    • v.20 no.3
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    • pp.505-519
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    • 2011
  • The purpose of this study was to analyze the relationship between organizational commitment, organizational loyalty, and working satisfaction of 162 teachers in daycare centers in Gyung-gi province. Three questionnaires about the organizational commitment which Allen and Mayer(1990) developed and Son Sobin(2002) revised, organizational loyalty behavior which Jo Bumsang(2004) revised, and working satisfaction which Kim Sunja(2005) developed, and the researcher revised were used for this study. For this study, the data was analyzed using descriptive statistics, independent t-test, and Pearson correlation. The results were as follows: first, the early childhood teacher's organizational commitment was average, and there was a significant difference according to the teacher's academic background. Second, the early childhood teacher's organizational loyalty was also average, and there were significant differences according to the teacher's age and academic background. Third, the early childhood teacher's working satisfaction was below average level, and there was a significant difference according to the teacher's working hours. Last, the early childhood teacher's organizational commitment, organizational loyalty behavior, and working satisfaction showed the positive relationship. In conclusion, the government and the director of daycare centers should support for the teacher's psychological satisfaction because the early childhood teacher's psychological state is highly related to successful organization of daycare centers.

Prediction Models of Conflict and Intimacy in Teacher-Child Relationships: Investigation of Child Variables Based on Decision Tree Analysis (교사-유아 관계의 갈등 및 친밀감에 대한 예측 모형: 의사결정나무분석을 적용한 유아변인의 탐색)

  • Shin, Yoolim
    • Korean Journal of Childcare and Education
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    • v.16 no.5
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    • pp.69-86
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    • 2020
  • Objective: The purpose of this research was to examine the prediction models of conflict and intimacy in teacher-child relationships based on decision tree analysis. Methods: The participants were 297 preschool children from ages three to five including 166 boys and 131 girls. Teacher-child relationships were measured by the Student-Teacher Relationship Scale(STRS). Physical aggression, relational aggression, social withdrawal, and prosocial behaviors were measured by teacher ratings. Moreover, ADHD-RS(Attentive Deficit Hyperactivity Disorder Rating Scale) was used to measure ADHD. The data was analyzed with decision tree analysis. Results: According to the prediction model for teacher-child conflict, the significant predictors were physical aggression and social withdrawal. According to the prediction model for teacher-child intimacy, the significant predictors were prosocial behaviors and relational aggression. However, children's age, gender and ADHD were not significant predictors. Conclusion/Implications: The findings suggest that social behaviors may be closely related with teacher-child relationships for preschool children. Based on the results of this study, intervention suggestions were made.

The Effects of Individual Characteristics and Teacher-Child Conflictual Relationships on Young Children's Aggression (유아의 개인내적요인과 교사-유아 갈등 관계가 유아의 공격성에 미치는 영향)

  • Lee, Kyung Nim
    • Human Ecology Research
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    • v.52 no.3
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    • pp.229-241
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    • 2014
  • This study examined the effects of young children's effortful control and emotional regulation, teacher-child conflictual relationships on young children's overt and relational aggression. The subjects of this study were 372, 3-5 years old children and their teachers. Young children's aggression, effortful control, emotional regulation, and teacher-child relationships were assessed by a teacher's report. The collected data were analyzed by t -test, Pearson correlations, and pathway analysis. The results were as follows: first, the boys' overt aggression was found to be greater than that of the girls,' while, there was no difference in relational aggression between boys and girls. Second, the boys' and girls' effortful control was found to affect the young children's overt and relational aggression indirectly through emotional regulation, and teacher-child conflictual relationships. For the girls, effortful control was found to affect overt aggression directly. Third, teacher-child conflictual relationships and emotional regulation were found to affect boys' and girls' overt and relational aggression directly and to mediate between boys' and girls' effortful control and overt and relational aggression. Further, for girls, emotional regulation was found to mediate between teacher-child conflictual relationships and overt and relational aggression. Additionally, effortful control was found to be the most important variable predicting boys' and girls' overt aggression, while a teacher-child conflictual relationship was the most important variable for boys' and girls' relational aggression.