• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.1-17
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• 2016

This study aimed to investigate the effects of shyness of 3 to 5-year-olds and the teacher-child relationship on peer play behaviors. For this purpose, a survey was conducted targeting 33 teachers working with 277 three to five-year-olds at child care centers located in Chungbuk, Korea. SPSS 19.0 was used to implement exploratory analyses and hierarchical regression analysis. It was found that children with low sociability and thoes with close relationships with teachers indicated the least play disruption. Children whose assertiveness and sociability were low and whose relationships with teachers were close were likely to do the most play interaction. However, regardless of the level of the lack of assertiveness and of the lack of sociability, children with close relationships with teachers had a higher level of play interaction. Children with a higher level of lack of sociability and in conflict relationships with teachers had a higher level of play disconnection. Findings of this study highlight the importance of considering the interplay of children's shyness and teacher-child relationships in the development of peer play behaviors.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.129-140
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• 2019

Objective: Teacher's professionalism means the ability to apply the knowledge, skills and attitudes related to child care effectively to carry out the child care process. Depending on the professionalism of the teacher, the teacher-infant interaction may be affected and the job satisfaction may be different. The purpose of this study was to investigate the level of perceived level of infant teachers' professionalism and to investigate the effect of professionalism of infant teachers on teacher-infant interaction and teacher's job satisfaction. In addition, through this study, it is aimed to help the infant teachers themselves to measure their own abilities and qualities and to develop individual growth by recognizing the importance of infant teacher's professionalism in the daycare center. Methods: For this study, a questionnaire survey was conducted on 329 infant teachers who were in charge of the ages between 0 and 2 years. The collected data were analyzed using SPSS / WIN 24.0 program. First, the mean and standard deviation of the subfactors of the infant teachers were determined in order to know the level of professionalism, teacher-infant interaction, In order to investigate the relationship between the variables, we conducted a Pearson correlation analysis. Finally, Multiple regression analysis was conducted to examine the effects of the teacher's professionalism on teacher-infant interaction and subfactors, and teacher job satisfaction and subfactors. Results: Teacher professionalism was found to have a positive effect on teacher-infant interaction, and caring interaction and teacher-parent-community relations were found to affect teacher-infant interaction. In addition, teacher professionalism had a positive effect on job satisfaction, and child development, curriculum, and teacher-parent-community relations were found to affect job satisfaction. Conclusion/Implications: Influence of teacher-infant interaction and teacher job satisfaction is different according to subfactors of teacher's professionalism. In particular, this suggests that it is necessary to consider ways to selectively raise the level of teacher professionalism according to the situation of infant teachers in each region.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.239-252
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• 2008

This study was to explore the causal relationship among teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation. Among the 278 6th grade students (average age: 12 years) who completed a self-report questionnaire during the second term, 230 (102 boys, 128 girls) returned the completed questionnaire (overall response rate : 82.7%). Measures of teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation were based on students' perceptions. Structural equation modeling tested relationships among the variables. Findings were that teacher efficacy influenced both students' achievement goal orientation and teachers' approaches to instruction. Teacher efficacy positively influenced teachers' mastery approach to instruction and students' mastery and performance approach goal orientations, whereas teacher efficacy negatively influenced teachers' performance approach to instruction.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.23-39
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• 2009

This study examined influences of teacher's transformational leadership, and their trust and empathic understanding on children's learning motivation. Participants were 513 $5^{th}$ and $6^{th}$ graders from Seoul, Buchon and Inchon. Data were collected via questionnaires and analyzed by descriptive statistics, Pearson's correlation, and multiple regression analysis. Results showed that (1) Teacher's transformational leadership, trust and empathic understanding were positively related to children's learning motivation. (2) Teacher's transformational leadership was the strongest predictor for children's learning motivation. (3) Teacher's transformational leadership had a direct influence on children's learning motivation empathic understanding mediated between teacher's transformational leadership and children's learning motivation.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.135-151
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• 2010

The purpose of this study was to analyze the relationship between teachers' beliefs and instructional activities in regards to the DAP (Developmentally Appropriate Practice) of Korean and Chinese early childhood teachers. A number of both teacher variables and classroom environment variables were also examined. One hundred and ninety three Korean early childhood teachers and 385 Chinese early childhood teachers responded to the TeacherQuestionnaireas issued. The results of this study were as follows. First, Korean early childhood teachers showed higher scores in terms of teachers' beliefs about DAP than DIP (Developmentally Inappropriate Practice). Chinese early childhood teachers showed higher scores for teachers' beliefs about DIP. Second, Korean teachers' scores in terms of instructional activities for DAP showed differences depending on the degree of teaching experience and the teachers' age, and the scores for instructional activities related to DIP did not show any differences in any of the teacher variables. On the other hand, Chinese teachers exhibited different scores for the instructional activities for both DAP and DIP, again depending on the amount of teaching experience, the teachers' ages, and the ages of the children they taught. Third, a relationship between teachers' beliefs and instructional activities for DAP was found to be in evidence in Korea, but not in China.

• Journal of the Korean Society of School Health
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• v.26 no.3
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• pp.184-194
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• 2013

Purpose: The purpose of this study was to investigate predictors of behavior problems of military children in elementary school. Methods: Participants were 195 military children who were attending D-elementary school in C-city. Data were collected from July 8 to July 10, 2013, using self-report questionnaires which included Han's Externalized Behavior Problems Scale, Lee's Parent's Rearing Attitude Scale, and Hong's Friend/Teacher Support Appraisal Scale. Data analysis was performed using the SPSS/WIN 18.0 program, which included the t-test, the one-way ANOVA, Pearson correlation coefficients, and the multiple liner regression analysis. Results: The mean score of the subjects' behavior problem was 1.47/5.0 points. The degree of the score is similar to or slightly lower than that of ordinary children. There were statistically significant differences in behavior problems according to gender, grade, birth order and economic status. Behavior problems have a negative correlation with parent's rearing attitude, parent-child relationship, teacher's support, and friend's support. Influencing factors of behavior problems were teacher's support, father-child relationship, and mother's rearing attitude, which explained 20.6% of the variance. Conclusion: The finding of this study suggests there is a need to increase teacher's support for elementary students and to educate parents to improve their parenting skills by developing proper school health programs.

• Journal of Families and Better Life
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• v.34 no.6
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• pp.55-67
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• 2016

The purpose of this study was to examine the relationship between Toddlers'negative emotionality and mothers' parenting stress and the moderating roles of a husbands'cooperation, mother-teacher partnership, and other social support. The participants of this study were 248 mothers with toddlers aged 24-35 months. The method of research used was the questionnaire method. The collected data were mainly analyzed by descriptive statistics, t-test, one-way ANOVA, $Scheff{\acute{e}}$ test, Pearson's correlation and multiple regression analysis. The main results of this study were as follows. First, there were differences in mother's parenting stress according to individual characteristics such as mothers employment status, parenting costs, mother's feeling of pregnancy. Second, a moderator effect of a husbands' cooperation was found in the relationship between toddlers'negative emotionality and mothers' parenting stress. Therefore, it was confirmed that husband's cooperation is more of an important factor in nursing children with negative emotions than other support systems.

• 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 Childcare and Education
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• v.17 no.6
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• pp.29-52
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• 2021

Objective: The purpose of this study was to investigate the mediating effects of the parent-teacher trust relationship and cooperative behavior in the relationship between the emotional intelligence of infant teachers and their play teaching efficacy. Methods: A total number of 216 teachers in charge of infants under the age of two at childcare centers located in H, Y, and O cities in Gyeonggi-do participated in the survey. Using SPSS 23.0 and AMOS 22, descriptive statistics, correlation and structural equation model were analyzed. Results: First, the emotional intelligence of infant teachers had a direct effect on play teaching efficacy. Second, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher's trust relationship. Third, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher cooperative behavior. Fourthly, it was found that the parent-teacher trust relationship and cooperative behavior were mediated sequentially in the influence of the emotional intelligence of infant teachers on play teaching efficacy. Conclusion/Implications: The results of this study emphasize the importance of improving the emotional intelligence of teachers and the trust and cooperation between parents and teachers in order to increase the ability of early childhood teacher's play teaching efficacy.

• Korean Journal of Childcare and Education
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• v.20 no.1
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• pp.21-37
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• 2024

Objective: This study explores the correlation between adult attachment, empathy, and teacher efficacy among childcare teachers. Additionally, it analyzes the mediating effect of empathy on the relationship between adult attachment and teacher efficacy. Methods: The survey, conducted from July to August 2023, involved 198 childcare teachers as participants. Data Analysis was performed using SPSS 23.0 and the Process Macro. Results: First, a significant correlation was identified between childcare teachers' adult attachment (avoidance) and empathy, as well as between adult attachment (avoidance) and teacher efficacy among childcare teachers. Second, the study observed a partial mediating effect of empathy in the relationship between adult attachment (avoidance) and teacher efficacy. In essence, this research confirmed both the direct effect of avoidance attachment in childcare teachers on teacher efficacy and the indirect effect mediated by empathy. Conclusion/Implications: This research affirms the impact of adult attachment and empathy on teacher efficacy among childcare teachers, discussing implications for future training and development.