• 아동학회지
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• 제33권4호
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• pp.129-141
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• 2012

The aim of this study is to examine the influence of job stress and teacher efficacy on early childhood teachers' job satisfaction levels. Data from 321 early childhood teachers working in kindergarten and child-care centers located in Incheon metropolitan city were collected. The data was analyzed by means of the SPSS 18.0 package. The results of this study were as follow; first, job stress was negatively correlated with job satisfaction. Job satisfaction levels were positively correlated with teacher efficacy. Secondly, job stress had a negative influence on job satisfaction levels. Teacher efficacy had a positive influence on job satisfaction levels. Thirdly, job stress had a directly negative influence on job satisfaction levels. It was also revealed that teacher efficacy had an indirect effect on the relationship between job stress and job satisfaction levels.

• Educational Technology International
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• 제21권1호
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• pp.69-95
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• 2020

The purpose of this research is to analyze the predictive powers of the five technostress creators - techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty - in job satisfaction and teacher efficacy of primary school teachers in Korea when they incorporated mobile technology into teaching. A questionnaire was designed to measure the level of teacher's stress from technology, job satisfaction and teacher efficacy. Data were collected from 164 teachers. Multiple regression analysis was conducted to explain which area of technostress led to varying degrees of job satisfaction and teacher efficacy. The results showed that techno-complexity alone predicted both job satisfaction and teacher efficacy. The reason why techno-complexity was the only predictor is that teachers would have first needed to understand how to incorporate mobile technology into teaching, before feeling overloaded, invaded, insecure, or uncertain about it, meaning techno-complexity precedes other constructs. Therefore, the only stress factor that affected them was how to understand the complexity of mobile technology. This calls for adequate training and support from schools and governments in order for the teachers to fully incorporate technology into teaching.

• 한국보육지원학회지
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• 제14권5호
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• pp.1-17
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• 2018

Objective: This study examined the relationship between child care teachers'job satisfaction, teacher-parent partnership, and teacher- child interaction in order to improve the quality of child care. Methods: Self-report questionnaires were used on 321 child care teachers and data were analyzed using descriptive statistics, Pearson correlation and Structural Equation Modeling Analysis. Results: First, significant correlations existed among variables except the relationship between payment/promotion and other variables. The results showed that child care teachers'job satisfaction had a significant and direct influence on teacher-child interaction, and teachers' job satisfaction was partially mediated by teacher-parent partnership on teacher-child interaction. Conclusion/Implications: The findings confirm that teachers' job satisfaction and teacher-parent partnership are preceding factors for positive teacher-child interaction. Significant attention should be paid to child care teachers'psychological satisfaction and teacher-parent relationships to promote the quality of child care and the positive interaction between teachers and children.

• 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.

• 한국지역사회생활과학회지
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• 제20권3호
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• pp.343-355
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• 2009

The purpose of this study was to examine the efficacy of child care and the education and the influence of job-stress on job-satisfaction of child care and education teachers. 172 child care and education teachers were chosen from 40 child care centers located in Incheon, Gyeonggido, and Seoul. Data were collected using the efficacy of child care and education index, the job-stress instrument, and the job-satisfaction instrument, and were analyzed using t-test, one-way ANOVA(Duncan test), correlation analysis and multiple regression analysis. There were significant differences in child care and education teacher's job-satisfaction according to the teacher-related variables, including the type of institution, the number of classes, the age of children, the education, the teaching experience, the income, the age of teacher, and the marital status of the teacher. Correlation analysis indicated that the teacher's efficacy of child care and education and the job-satisfaction had significant correlations, especially the satisfaction of job itself indicated high positive correlations. Job-stress and job-satisfaction of the child care and education teachers had significant negative correlations in all sub-variables, especially the stress from the working environment and the satisfaction of administration system indicated high negative correlations. It was also found that stress from the working environment, stress from the overload, stress from the peer relations, and the efficacy of child care and education were all significant predictors of the child care and education teacher's job-satisfaction.

• 한국보건간호학회지
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• 제30권1호
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• pp.42-55
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• 2016

Purposes: The aim of this study was to examine the awareness of health education environment, teacher efficacy, and job satisfaction and to identify their relationship. Methods: A total of 193 school nurses from elementary/middle/high schools in Korea were enrolled in this descriptive study. The awareness of health education environment, teacher efficacy, and job satisfaction were measured using structured questionnaires. Results: The awareness on health education environment was $3.10{\pm}.56$ on average. School nurses with positive awareness on the environment showed significantly greater efficacy and job satisfaction than those with negative awareness, and school nurses at elementary schools had positive awareness on the environment compared with those in middle/high schools. Those with work experience of 11 years or more had a positive awareness on the environment. However, heavy workload, lots of work irrelevant to school nursing and few training opportunities on health education were recognized negative items. The awareness on the health education environment was positively correlated with teacher efficacy and job satisfaction, respectively. In particular, the awareness on health education environment influenced teacher efficacy and job satisfaction. Conclusion: Teacher efficacy and job satisfaction should be enhanced through continued improvement of the health education environment to promote the effect of health education.

• 한국지역사회생활과학회지
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• 제20권4호
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• pp.559-570
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• 2009

This study was to investigate the moderating effects of the childcare teacher‘s egoresilience on the relationship between their job satisfaction and burnout. The participants were 336 childcare teachers from Chungnam-do and Daejeon Metropolitan City. The research instruments were the Job Satisfaction Scale modified from Bently and Remple 1970), the Ego-resilience Scale from Park(1996) with CPI and CAQ correction, and Maslach Burnout Inventory from Maslash and Jackson(1981). SPSS PC program(17.0) was used for productive correlation, stepwise multiple regression and reliability by Cronbach's as data analysis. The results were as follows. Firstly, the childcare teacher’s job satisfaction and ego-resilience level were above average (M=3.37, 3.58 each), while their burnout level was below average(M=2.57). Secondly, there was a negative correlation between their job satisfaction and burnout(r=-.51), while a positive correlation was between their job satisfaction and ego-resilience(r=.34). Thirdly, the burnout and ego-resilience against job satisfaction explained 28.1%. The optimistic attitude of the childcare teacher‘s ego- resilience was shown to moderate the effects on the relationship between their burnout and job satisfaction.

• Journal of Nutrition and Health
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• 제45권3호
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• pp.274-282
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• 2012

The objective of this study was to examine job performance and importance, and job satisfaction of school foodservice dietitians nutrition teacher in Jeonnam and Gwangju area according to the school types (elementary school, middle school, high school). A total of 646 questionnaires were distributed, 244 questionnaires were analyzed using SPSS 12.0 for a descriptive analysis, t-test and ANOVA. There were significant differences between the school dietitians' nutrition teachers' job performance and importance in all areas of the job analysis for all school types. In the foodservice management/evaluation and nutrition education area, elementary and middle school foodservice dietitian nutrition teacher showed a significantly higher performance, compared to that of high school dietitian nutrition teacher. Nutrition education was recognized by elementary and middle school dietitian nutrition teacher to be more significantly important than that of high school dietitian nutrition teacher. Elementary school foodservice dietitian nutrition teacher was most satisfied with their job condition. Dietitian working in middle school was least satisfied with the salary and compensation. These results suggest that appropriate curriculum should be structured according to foodservice dietitian nutrition teacher of the school type for improving the work efficiency. In order to increase the job satisfaction, the employment status of school dietitian should be guaranteed by the government and school officials, especially in the middle and high schools.

• 한국융합학회논문지
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• 제8권6호
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• pp.171-180
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• 2017

본 연구는 중등학생의 융합교육 실행자인 중등교사의 개인특성, 환경특성이 교사효능감과 직무만족도에 미치는 영향을 검증하고자 수행되었다. 이를 위해 광주 전남 지역의 55개 중등학교 남녀 교사 696명을 대상으로 교사효능감과 직무만족도 검사 실시 후, 그 결과를 분석하였다. 본 연구에서 교사효능감은 소명감, 교수학습, 동료관계, 학교조직의 4가지 요인으로, 직무만족도는 직무관계, 보상체계, 근무환경의 3가지 요인으로 구성되었다. 다변량 분석결과, 교사의 개인적 특성과 근무환경에 따라 교사효능감과 직무만족도에 의의 있는 차이가 있었다. 따라서 교사효능감과 직무만족도는 교사의 개인특성, 환경특성 등에 의해 형성되는 복합적인 요인으로 볼 수 있다. 중등교사의 교사효능감과 직무만족도 제고를 위해서는 개인특성과 환경특성을 모두 반영한 교사교육과 연수 프로그램 개발 등의 방안 마련이 필요할 것으로 보인다.

• 한국가정과학회지
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• 제7권1호
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• pp.101-111
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• 2004

The purpose of this study is to compare overall educational belief and teacher's job satisfaction of day-care teachers. The subject of this were 112 day-care teachers in the Jeonbuk areas. The data were collected using Questionaries and analyzed by the statistical methods of frequencies, percentages, a Chi-square, ANOVA with SPSS pc program: The research Questions were as follows; 1. As the result of the investigation that what is the educational belief of the day-care theacher according to the marital status, academic background, the type of license, and the type of day-care centers\ulcorner 2. Is there any difference in teacher's job satisfaction of day-care teachers according to teachers education belief\ulcorner The main results of this study were as follows: 1. There was not difference in the teacher's educational belief of day-care teachers according to the marital status, academic background, the type of license, and the type of day-care centers in the Jeonbuk province. 2. Day-care teachers who have maturationism education belief was more than behaviorism education belief and interactionism education belief. 3. In the difference between teacher's belief of day-care teachers and job satisfaction of day-care teachers, the teacher who has interactionism, maturationism educationa belief has higher job satisfaction than the teacher who has behaviorism educational belief.