• Korean Journal of Human Ecology
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• v.13 no.6
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• pp.833-845
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• 2004

This study examines different individual and environmental factors that affect children's self-control. For an analysis, locus of control, perceived competence, and achievement motivation were all included in individual variables. For family variables, mothers' parenting and patents' marriage conflict were examined. For classroom psycho-social environment, teacher support, peer relationship, class involvement, and teachers' supervision were used. The sample consisted of 548 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis: First, locus of control, perceived competence, and achievement motivation had a positive correlation with children's self-control. Second, mothers' affective parenting had a positive correlation with children's self-control. However, mothers' controlling parenting and parents' marriage conflict had a negative correlation with it. Third, teacher support, peer relationship, and class involvement had a positive correlation with children's self-control. In addition, teacher supervision had a positive correlation with girls' self-control. Fourth, class involvement, locus of control, and academic competence were important variables predicting boys' self-control. On the other hand, Class involvement, achievement motivation, academic competence, teacher's supervision, and mothers' controlling parenting were important variables predicting girl's self-control.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.1
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• pp.36-43
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• 2011

Purpose: The purpose of this study was to identify the level of role expectation and role performance in school health teachers recognized by nursing students experiencing health teacher practice and to compare role expectation and performance according to their characteristics. Method: The subjects in this study were 530 nursing students from 42 universities in Korea. The data was collected by a structured self-administered questionnaire and analyzed using descriptive statistics, t-test, and ANOVA by SPSS 17.0 program. Results: The student recognition in role expectation for school health teachers showed a high level and its level in the role performance was moderate. The students recognized the role expectation was greater than the role performance in school health teachers. The students' points of view for role expectation and performance were statistically different according to their practicing locations, practicing school sizes, and their expressions of health teacher's images. Conclusion: To improve health teacher training and to provide a high quality education, practice manuals, educational support, cooperation between the university and practice school, and support of human resources as school health teachers are necessary.

• Research in Mathematical Education
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• v.26 no.2
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• pp.45-61
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• 2023

Number talks as a brief instructional routine benefits students and teachers. In general, the routines consist of four steps- introducing, posing questions, collecting answers, sharing ideas. This paper focuses on the sharing ideas step in which multiple strategies are shared by students because teachers sometimes do not know what to do with these multiple ideas. One way is to support students to engage in comparison given that teachers are expected to support students to compare strategies in number talks. This paper explores whether and how 15 prospective teachers supported students in their practicum classroom to compare different strategies in their enacted number talk. In this paper, 15 videos of number talks enacted by the prospective teachers were collected. Analyzing the videos produced multiple episodes in relation to comparing strategies, including 1) where prospective teachers created pre-conditions for comparison, 2) where they invited students for comparison, 3) where they pressed students to compare, and 4) where they offered their own way to compare. There were two patterns that might limit the potential of having multiple strategies as conditions for comparison. Additionally, this paper found that even though the prospective teachers missed opportunities to support students to compare different strategies, there were two ways for teachers to support students to engage in comparison. These findings can be used for mathematics teacher educators to support prospective teachers.

• 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.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.193-205
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• 2020

The purpose of this study was to look into how social support for high school students was affecting suicidal ideation and verify how the moderating effect worked on risk factors in the relationship between social support and suicidal ideation. Specifically, three sub-factors of social support were classified into friend support, teacher support, and parent support, and were set as independent variables. In addition, suicidal ideation was dependent variables, gender, grade level, and school type as moderating variables. The main research results are as follows. First, teacher support, friend support, and parent support all appeared to have a significant negative effect on suicidal ideation. Second, the suicidal thoughts were higher in female students than in male students than in male students and in students of general high school than in those of vocational high school. Third, support from friends and parents was more effects in reducing suicidal thoughts for female students than male students. Fourth, the effect that teacher support that support and parent support reduce suicidal thoughts was greater for first graders than second graders. Bases on the results of the analysis, interviews were also conducted with high school teachers. Through the results of this study, I would like to propose practical measures to alleviate social problems related to suicide in high school students and to provide basic data for policy measures.

• Korean Journal of Childcare and Education
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• v.20 no.2
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• pp.39-57
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• 2024

Objective: This study was conducted to identify trends in teacher education research for early childhood teachers in Korea from 2013 to 2023, aiming to provide practical data for early childhood teacher education research. Methods: For this purpose, 62 articles published in Korean journals were analyzed according to the specified criteria. Through the analysis, we closely examined research trends, educational practices, and trends in educational program development. Results: First, both quantitative and qualitative research have been conducted steadily since 2015. The majority of participants were childcare center teachers, and numerous studies focused on program development. Second, among the trends in teacher education practices, many studies aimed to improve teaching skills. Third, concerning the trend of teacher education program development research, various research methods were utilized, with quantitative research being conducted in 2015, 2020, and 2022. Particular, regarding independent and dependent variables, numerous studies focused on enhancing teaching effectiveness and educational knowledge. Conclusion/Implications: Based on the results, we offer implications for the education policy field and related organizations, along with recommendations for enhancing the guidance and support of early childhood teacher education in program development and implementation.

• East Asian mathematical journal
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• v.32 no.4
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• pp.425-441
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• 2016

In this study, we focused on the graphing calculator to support the activity-oriented mathematics instruction with considering the accessibility of technology. The purpose of this study was to investigate the direction of the education of mathematics teachers. For this, we gave the teacher training for mathematics using graphing calculators for secondary mathematics teachers, and then examined the recognition for that of teachers. Teacher training of the graphing calculator was carried out three times in two years, we conducted a survey immediately at the time that has passed and after the 8 months or more after the training. As a result, we have obtained the suggestions of the advantages of using a graphing calculator in the learning mathematics, the difficulties of use of the graphing calculator in the classroom and the form of teacher training they want.

• International Journal of Advanced Culture Technology
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• v.6 no.4
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• pp.39-44
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• 2018

The purpose of the study was to investigate the effects of early childhood teachers' professionalism and teaching efficacy on their teacher-child interaction. A total of 761 early childhood teachers working at childcare centers and kindergartens in South Korea were selected as the participants for the study. The study variables were measured using survey questionnaires. Pearson's correlation analyses and regression analyses along with Sobel test were conducted. The results demonstrated that early childhood teachers' teaching efficacy had a significant mediation effect on the relationship between their professionalism and teacher-child interaction. The results suggest the need to support early childhood teachers' recognition and development of professionalism as well as teaching efficacy that result in positive teacher-child interaction.

• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.177-188
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• 2020

The purpose of this study was to examine the relationship between techno-stress perceived by elementary school teachers and related variables in a flipped learning environment. To achieve the purpose, the following research question have been established: First, what is the difference between techno-stress perceived by elementary school teachers? Second, what is the difference between techno-stress related variables perceived by elementary school teachers? Third, how do the TPACK, teacher effectiveness, and school environment support, perceived by elementary school teachers, affect technostress? 207 teachers at elementary school responded on a questionnaire to measure their perceived techno-stress, TPACK, teacher efficacy, and school environment support. Data were analyzed with using independent two-sample t-test, one-way ANOVA, and multiple regression analysis. The results were as follows: First, the elementary school teachers working on a leading school perceived higher techno-overload and techno-complexity more than those in ordinary school. Second, the elementary school teachers showed differences in the perception of TPACK, teacher efficacy, and school environment support according to the teacher's career, and leading school. Third, the elementary schools teachers perceived in TK, TCK, TPACK, educational support, and technology have a positive affect with techno-stress. The results are significant in that they provided data for reducing techno-stress of elementary school teachers in a flipped learning environment.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.1-18
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• 2007

This study examined school adjustment and protective factors of school violence victims in 1128 5th and 6th graders. Children completed questionnaires. Descriptive analysis showed that 52.5% of the participants had experienced school violence at least once over the past 9 months. Boys reported more school violence than girls. Victims of school-violence experience showed lower levels of school adjustment than other students, but victims with protective factors of high self-esteem, teacher's support, internal locus of control, and parents' democratic fostering attitude showed better school adjustment. While these protective factors had a positive influence on children's school adjustment, friend's support had a negative influence.