• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.169-177
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• 2020

The purpose of this study is to find ways to enhance the effectiveness of childhood teachers by recognizing both internal and external variables that affect their efficacy. Based on prior research, personality characteristics were selected as internal variables that affect the sense of teacher efficacy and social support was selected as external variables to set the effect of personality characteristics and social support on the efficacy of childhood teachers as research issues. 285 teachers from kindergartens and daycare centers located in Daegu and Gyeongsang-bukdo Province were selected for the study. The analysis of data was conducted using the SPSS 22.0 program to examine the general characteristics of the study target, and the analysis was conducted stepwise to look at the influence of each of the variables on the teacher's. Personal teacher efficacy is shown to affect Conscientiousness, nervousness, openness to experience, and evaluation support among personality characteristics, and Conscientiousness, Agreeableness and nervousness affect general teacher efficacy. The results of this study suggest that the character characteristics and social support of childhood teachers are among the variables that affect teacher efficacy.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.85-97
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• 2019

Objective: The purpose of this study was to find out any differences in teacher efficacy according to the perception and practices of the peers' supervision in day care centers, and to improve the effectiveness of teachers and the quality educare. Methods: The subjects were 301 teachers at daycare centers in Gyeonggi Province who are working at public, private, workplace and home daycare centers. The instruments used were questionnaire concerning the perceptions and practices of peers' supervision in day care centers, and the teacher efficacy instrument. Results: The differences in teacher efficacy according to the perception of peers' supervision were significant, depending on the level of perception, willingness to participate, need and satisfaction, and sub-area of the main view. And, the differences in teacher efficacy according to the practices of peers' supervision were significant, depending on the numbers received, gave and implementated, the implementators, and the type of peers' supervision. Conclusion/Implications: This can be a clear benefit for stimulating peer's supervision. This study can greatly benefit the quality of day care service and improve teacher's professionalism.

• Journal of Families and Better Life
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• v.31 no.6
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• pp.113-123
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• 2013

This investigation studied 1)the correlations among pre-service child care teachers' behavioral characteristics, social support and self-efficacy, and 2)the mediating effects of pre-service child care teachers' behavioral characteristics and social support on self-efficacy. The subjects were 240 pre-service child care teachers working at S-center for nursery teacher education or I-center for nursery teacher education in the Incheon area. The findings are as follows. First, the relationships among pre-service child care teachers' behavioral characteristics, social support and self-efficacy were examined by showing correlations. Second, we found that in terms of the mediating role of social support in the relationship between pre-service child care teachers' behavioral characteristics and self-efficacy, type D and type S show self-efficacy; they also have a direct impact on the social support indirectly affected through. Thus, social support can be seen as having a partial mediating effect.

• Korean Journal of Human Ecology
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• v.12 no.5
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• pp.687-697
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• 2003

This study was conducted to investigate the antecedents of teachers' science teaching efficacy in day-care setting. Also, this study aimed to identify relationships between day-care teachers' personal science teaching efficacy and their perspectives on early childhood science education. The subjects were 176 day-care teachers in rural area of ChoongCheongNam-Do. The survey method was used to collect data from the day-care teacher. The instrument were Rigg & Enochs(1990)'s Science Teaching Efficacy Belief and Kim(l998)'s scales for the Goa1s in Early Childhood Science Education. Main results were as follows: 1. Day-care teachers' personal science teaching efficacy were significantly related with the personal variables such as teachers' education, in-service science workshops, science book reading, science-related hobby but not with teachers' age, pre-service science credits and total years of teaching experience. 2. Among the environmental variables, science activity areas were significantly associated with day-care teachers' personal science teaching efficacy. However, location of day-care center, age of children, number of children, teacher-child ratio, facilities for science education and scheduled time for science education did not affect it. 3. Day-care teachers of high content- and process-oriented goals in early childhood science education were highly efficacious teacher, while the teachers of low content- and process-oriented perspectives gained the lowest score. However, the content-oriented teachers and the process-oriented teachers did not differ in terms of day-care teachers' personal science teaching efficacy.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.165-176
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• 2019

Objective: The purpose of this study is to develop a measure of the Early Childhood Teacher's Guidance Efficacy Scale based on guidance and teacher-efficacy theory. Methods: This subjects were 243 teachers in Seoul and Gyeonggi-do. Results: An exploratory factor analysis was conducted on the data collected of 4 factors, namely, guidance efficacy for problem behavior, children understanding, home-connected, basic life habits. In addition, there are significant positive correlations between the sub-area score and the overall in the early childhood teacher's guidance efficacy scale(r = .26 ~ .72, p < .001). Internal consistency and split-half reliability of each sub scale were reasonably accept. Conclusion/Implications: 'The guidance efficacy scale for early childhood teachers' developed in this study is an appropriate tool. Therefore, the developed scale can become a useful tool to measure the overall guidance efficacy level of early childhood teachers.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.37-58
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• 2015

The purpose of the study was to analyze the effects of both young children's gender and temperament and their teachers' teaching efficacy and teacher-child interactions on peer play interactions. For this purpose, the data from the 2012 Panel Study on Korean Children were analyzed using analyses of variances and correlation co-efficiencies. In addition, analyses of hierarchical regression, with young children's temperament and teacher-related factors (teaching efficacy and teacher-child interactions) as the independent variables and three sub-factors of peer play interactions (play interaction, play disruption, play disconnection) as the dependent variables, were conducted. The results showed that young children's temperament, teacher efficacy, teacher-child interactions, and peer play interactions differed by gender and significantly correlated. Young children's temperament and teacher-child interactions significantly affected young children's peer play interactions, and the effect of teacher-child interactions was larger than the effect of temperament by 2~2.5 times. The results proved the importance of early childhood teachers' roles in the development of young children's peer interactions with consideration of differences based on children's gender and temperament. With the results given, implications and suggestions for further research were discussed.

• (The) Korean Journal of Educational Psychology
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• v.28 no.1
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• pp.23-39
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• 2014

The goal of this study was to examine the relationship among students' personal variables(Korean language abilities, self-efficacy, student-teacher attachment relationships), teacher variable(perceptions of multi-cultural education) affecting on multi-cultural students' school adjustment. Structural equation modeling was performed to test the mediating role of self-efficacy and student-teacher attachment affecting multi-cultural students' school adjustment. 336 elementary students and their matching 264 elementary school teachers were participated for this study. The model fit for this study model was acceptable, =280.024, df=98, CFI=.930, RMSEA = .074. The results revealed that teacher's perceptions on multi-cultural education significantly related with student-teacher relationships. However, Korean language ability did not directly affect the school adjustment for multi-cultural background students. That is, self-efficacy and student-teacher relationships mediated between Korean language ability and school adjustment. Moreover student-teacher relationships seem to be the key mediating factor between other research variables and school adjustment. Further considerations and future directions based on results were discussed.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.183-202
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• 2018

The purpose of this study was to examine structural relationships among directors' coaching leadership, organizational culture, early childhood teachers' empowerment, teacher-efficacy and job satisfaction. The data were collected from 575 early childhood teachers and analyzed with Pearson's correlation and structural equation modelling analysis. The results were as follows: first, directors' coaching leadership was found to have a direct effect on early childhood teachers' job satisfaction and an indirect effect through organizational culture, teachers'empowerment and teacher-efficacy. Second, organizational culture was found to have a direct effect on early childhood teachers' job satisfaction and an indirect effect through teacher-efficacy. Third, early childhood teachers' empowerment was found to have a direct effect on job satisfaction and an indirect effect through teacher-efficacy. Fourth, teachers' teacher efficacy was found to have a direct effect on job satisfaction. Additionally, directors'coaching leadership was found to be the most important variable predicting early childhood teachers' job satisfaction. These results suggest that improving directors'coaching readership, organizational culture, teachers' empowerment, teacher-efficacy could help facilitate early childhood teachers'job satisfaction.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1324-1335
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• 2013

The purpose of this study was to examine the effects of PCK designed instruction on academic achievement and self-efficacy for underachievers in science of elementary school. The hypotheses were as follows: First, PCK designed science instruction would improve academic achievement of the children. Second, PCK designed science instruction would improve academic self- efficacy of the children. The subject was 14 students of forth graders of elementary school who are underachievers in science class. For group composition, self efficacy test and science achievement test were conducted and they were divided into experimental group and control group. Each group has 7 participants. A total of 16 sessions were conducted for 8 weeks, twice per week, with experimental group were taught PCK designed classes while control group were taught teacher-led explanation type class. The result of statistical analyses were as follows: First, the experimental group in PCK designed class showed more improvement on academic achievement than the control group in the teacher-led explanation type class. Second, the experimental group in PCK designed class showed more improvement on self efficacy than the control group in the teacher-led explanation type class.

• Korean Journal of Childcare and Education
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• v.19 no.3
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• pp.1-17
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• 2023

Objective: This study aims to provide empirical data on epidemic management measures and childcare teacher education in centers. It examines the relationship between infectious disease knowledge, health control knowledge, and self-efficacy in relation to the practice of preventive behaviors among infant and toddler teachers during the COVID-19 pandemic. Methods: The study involved 300 teachers from Seoul and Gyeonggi Province. Data were collected through questionnaires and analyzed using SPSS 23.0. Results: The study found that there is a positive relationship between childcare teachers' knowledge of infectious diseases and their engagement in preventive behavior. Additionally, internal control among the health care factors of childcare teachers also showed a positive relationship. Furthermore, the study revealed that the self-efficacy of childcare teachers is positively associated with their practice of preventive behavior. Overall, infectious disease knowledge, internal control measures, and self-efficacy were all found to have positive relationships with preventive behavior. Conclusion/Implications: This study proposes a new direction for future teacher education by highlighting the effectiveness of psychological factors, specifically health control materials and self-efficacy, in addition to focusing on improving infectious disease knowledge.