• 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.

• 한국학교보건학회지
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• 제30권3호
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• pp.224-239
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• 2017

Purpose: Maintaining a lifelong health is very important. The purpose of this study is to know the perception of youth about health teacher's servant leadership, student's self-efficacy, and health promoting behavior, and the relationship among the variables. Methods: This study used surveys of health teacher's servant leadership, student's self-efficacy, and health promotion behaviors. The subjects were 1,286 elementary, middle and high school students. PASW Statistics 18.0 was used in the data analysis. Percentage, mean and standard deviation, t-test, and ANOVA test were used to compare the difference of the health teacher's servant leadership, student's self-efficacy, and health promotion behavior according to the background variables of the subject. Results: There was a statistically significant difference in the perception of youth about health teacher's servant leadership, student's self-efficacy, and health promotion behaviors according to school level, establishment type, and grade. There was also a statistically significant difference in the perception of youth about student's self-efficacy and health promotion behaviors between male and female student. In addition, student's self-efficacy serves as a positive mediator to the effects of health teacher's servant leadership on student's health promoting behavior. Conclusion: Based on these results, it needs to implement the human resources and policy support for the systematic health education of elementary, middle, and high schools, the development of the program for the teacher's servant leadership, and the health promotion of students in curriculum.

• 수산해양교육연구
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• 제26권3호
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• pp.510-524
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• 2014

The purpose of this study was to investigate the influence of teacher efficacy and collectivistic self-esteem on alleviation of teacher burnout. In order to achieve these research purpose, data were collected from 161 elementary and secondary school teachers using teacher efficacy scale, collectivistic self-esteem scale and psychological burnout scale. Collected data were analyzed using correlation analysis and hierarchical multiple regression. The major results of statistical analyses were as follows: First, generally background variables were significantly associated with burnout and therefore, background variables were controlled in the analysis of teacher efficacy and collectivistic self-esteem. Second, teacher efficacy influenced on the total burnout(38%) and sub-factors which were emotional exhaustion(27.3%), depersonalization(20.7%) and diminished personal accomplishment(36.1%), and collectivistic self-esteem influenced on the total burnout(38.8%) and sub-factors which were emotional exhaustion(27.1%), depersonalization(29.6%) and diminished personal accomplishment(25.1%). Third, the analysis of additional influence of collectivistic self-esteem in addition to the influence of teacher efficacy on teacher burnout revealed additional influence in the alleviation of total burnout(18.2%), emotional exhaustion(13.9%), depersonalization(16.6%) and diminished personal accomplishment(10.3%). These results showed that teacher's collectivistic self-esteem is an important factor in the alleviation of psychological burnout with teacher efficacy which was well known as a protective factor for psychological burnout. Based upon the above results, implications of these results and limitations of this study were discussed.

• 수산해양교육연구
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• 제26권2호
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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.

• 가정과삶의질연구
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• 제31권5호
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• pp.33-45
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• 2013

Thise study is designed to demonstrate the influence of socio-demographic variables(age, education, career history and marital Status), alexithymia, burnout, and adult attachment on child disciplinary styles; childcare teachers in charge of young children were studied. The purpose of the study is to provide information about the desirable disciplinary styles of a childcare teacher in order to strengthen the quality of childcare education. The data collected in this study showed the following results: First, the age, education, career history and marital status of a teacher produced good results statistically irrelevant to the their child disciplinary style. Second, a high level of negative correlation was found among alexithymia, burnout, adult attachment and the child disciplinary style of a childcare teacher. In other words, if a teacher shows a high level of alexithymia, burnout, and adult attachment, it is likely that the teacher's child disciplinary style is coercive and neglect, and the teacher tends to give an illogical explanation. Third, in contrast to the other variables, burnout and adult attachment have a greater effect on child disciplinary style than alexithymia.

• 대한가정학회지
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• 제43권4호
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• pp.187-201
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• 2005

This study investigated the relations of personal variables and environmental variables to the peer bullying experienced by fifth- and sixth-grade children. One result was a significant sex difference in the buoying but not in the victimization. The victimization of boys was influenced by withdrawal and assertiveness. Aggression, emotional regulation and withdrawal were important predictors for buoying, whereas withdrawal and aggression were important predictors for victimization among girls. The interactive effect of withdrawal and teacher's support on victimization was statistically significant only for boys, whereas the interactive effect of aggression, maternal affection and teacher's support on bullying was statistically significant only for girls.

• 가정과삶의질연구
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• 제20권2호
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• pp.9-20
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• 2002

This study examined different individual and environmental factors that affect children's experience of harassment from their peers. For the individual variables, gender, behavioral problems, and self-esteem were included in the anal)'sis. For the family variables, mother's parenting style and the socio-economic status of parents were examined, and for the school variables, the supervision of the teacher and the attitudes of the classmates toward bullying were used. Two forms of peer harassment, the overt form and the relational form were examined in this study. The sample consisted of 520 fifth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, factor analysis, frequency, percentage, means, standard deviation, Pearson's correlation, and multiple regression. Several major relationships were found from the analyses. First, the more the children tend to internalize behavioral problems and have lower self-esteem, the more likely they are to get victimized by overt and relational forms of harassment. Boys experience more overt harassment than girls. Second, the more the mother's parenting style is permissive-nonintervening, or rejecting-restricting, and the higher the father's social status is, the more likely the child is subjected to overt and relational forms of harassment. Third, the more the children feel that the teacher is paying attention to bullying, the less the children are subjected to the overt form of peer harassment. Fourth, children's internalizing behavioral problems, mother's permissiveness-nonintervention, children's self-esteem, children's gender, and the supervision of the teacher regarding bullying significantly affected the experience of overt forms of harassment. A twenty two percent variance in the victimization of an overt form was explained by those variables. Children's internalizing behavioral problems, mother's permissiveness-nonintervention, children's self-esteem, and mother's rejection-restriction significantly affected the experience of relational form of peers harassment. Twenty six percent of the variance in the relational form of victimization was explained by those variables.

• 아동학회지
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• 제31권2호
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• pp.69-83
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• 2010

This study was a comparative investigation of the influence of demographic variables and teacher's empowerment on organizational effectiveness in public and private kindergartens. The subjects were 303 teachers at either public or private kindergartens. The measures used for this study were questionnaires, the SPES(School Participant Empowerment Scale) and the Organizational Effectiveness Scale. The survey used in this study and data were analyzed by means of a t-test, Pearson's correlation, and multiple regression analyses. The results showed that teachers in public kindergartens had higher scores in terms of both empowerment and organizational effectiveness than teachers in private kindergartens. Empowerment was seen to be an influential factor in measuring teacher's organizational effectiveness.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제7권4호
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• pp.247-270
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• 2003

The purpose of this study is to build a model that explains the relationship between and among five variables that are student background, teacher background, home environment, school characteristic, and student mathematics achievement, using structural equation modeling. Another purpose of this study is to compare the relationships of these variables between the United States and Korea in 7th and 8th grades mathematics. Student, teacher, and school background files from population 2 in the TIMSS were selected for this study. The result of the study provides practical information for teachers, parents, school principals, and other people who are interested in improving student achievement, and also provides the information that may explain differences and similarities between the US and Korea in mathematics achievement.

• 아동학회지
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• 제27권6호
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• pp.81-96
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• 2006

The purpose of this study was to investigate the variables that influence public kindergarten teachers' role performance. A sample of 320 public kindergarten teachers in Gyeonggi-Do was selected randomly. Teacher's career, educational background, age, self-concept, and awareness of teaching profession, class size, age of classroom students, and organizational climate were examined as possible factors affecting teachers' role performance. Results showed that all factors except class size were related to teachers' role performance. The most significant impact on public kindergarten teachers' role performance was teacher autonomy in organizational climate.