• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.69-86
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• 2020

Objective: The purpose of this research was to examine the prediction models of conflict and intimacy in teacher-child relationships based on decision tree analysis. Methods: The participants were 297 preschool children from ages three to five including 166 boys and 131 girls. Teacher-child relationships were measured by the Student-Teacher Relationship Scale(STRS). Physical aggression, relational aggression, social withdrawal, and prosocial behaviors were measured by teacher ratings. Moreover, ADHD-RS(Attentive Deficit Hyperactivity Disorder Rating Scale) was used to measure ADHD. The data was analyzed with decision tree analysis. Results: According to the prediction model for teacher-child conflict, the significant predictors were physical aggression and social withdrawal. According to the prediction model for teacher-child intimacy, the significant predictors were prosocial behaviors and relational aggression. However, children's age, gender and ADHD were not significant predictors. Conclusion/Implications: The findings suggest that social behaviors may be closely related with teacher-child relationships for preschool children. Based on the results of this study, intervention suggestions were made.

• Human Ecology Research
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• v.52 no.3
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• pp.229-241
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• 2014

This study examined the effects of young children's effortful control and emotional regulation, teacher-child conflictual relationships on young children's overt and relational aggression. The subjects of this study were 372, 3-5 years old children and their teachers. Young children's aggression, effortful control, emotional regulation, and teacher-child relationships were assessed by a teacher's report. The collected data were analyzed by t -test, Pearson correlations, and pathway analysis. The results were as follows: first, the boys' overt aggression was found to be greater than that of the girls,' while, there was no difference in relational aggression between boys and girls. Second, the boys' and girls' effortful control was found to affect the young children's overt and relational aggression indirectly through emotional regulation, and teacher-child conflictual relationships. For the girls, effortful control was found to affect overt aggression directly. Third, teacher-child conflictual relationships and emotional regulation were found to affect boys' and girls' overt and relational aggression directly and to mediate between boys' and girls' effortful control and overt and relational aggression. Further, for girls, emotional regulation was found to mediate between teacher-child conflictual relationships and overt and relational aggression. Additionally, effortful control was found to be the most important variable predicting boys' and girls' overt aggression, while a teacher-child conflictual relationship was the most important variable for boys' and girls' relational aggression.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.69-88
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• 2018

Objective: The purpose of this study was to examine the relationships between child care teachers' mindfulness, burnout, and sensitivity. Also, the effects of child care teachers' mindfulness on teacher sensitivity, including the mediating effects of burnout, were investigated. Methods: A total of 263 child care teachers who work in Seoul, Gyeonggi and Incheon participated in this study. Data were analyzed by correlations and regressions using SPSS 21.0. Results: First, there were significant correlations between child care teachers' mindfulness, burnout and teacher sensitivity. Second, the relationship between mindfulness and teacher sensitivity was partially mediated by burnout. To be specific, mindfulness not only had a direct effect on teacher sensitivity, but also had an indirect effect on teacher sensitivity through burnout. Among the three dimensions of burnout, the decrease of personal accomplishments had the biggest significant mediation effect on the relationship between mindfulness and teacher sensitivity. Conclusion/Implications: In conclusion, this study highlights the importance of mindfulness in reducing burnout and enhancing teacher sensitivity toward children. Also, this research has implications for future research regarding the mindfulness of child care teachers and offers a foundation for the development of mindfulness training programs for child care teachers.

• Journal of Families and Better Life
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• v.28 no.2
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• pp.131-146
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• 2010

This study examined the effects of maternal anxiety and the teacher-child relationship on the adjustment of 1- and 2-year-old children in a child-care center. The subjects were 344 working mothers who were raising 19- to 42-month-old children and 106 class teachers in Seoul, Gyeong-gi and lncheon. Data analysis was done using the SPSS WIN 15.0 version an d the collected data were subjected to a descriptive statistical analysis, t-test, one-way ANOVA, Scheff$\acute{e}$ s post-test and hierarchical multiple regression analysis. The results of this study are as follows : (a) children's adaptability to child-care centers varied with their sex, age, and the existence of siblings. Girls and children of higher age were more adaptable than boys and younger children. Children who have siblings were more adaptable compared to those who were the only child in the family. Also, children who were enrolled at a workplace provided child-care center were more adaptable than those who entered other kinds of child-care centers. (b) The teacher-child relationship influences the adjustment of children in a child-care center. It was found that the teacher-child relationship is the strongest indicator to predict how well the child will adjust to the child-care center.

• Korean Journal of Childcare and Education
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• v.3 no.1
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• pp.89-107
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• 2007

The purposes of this study were to investigate child care teacher's job Satisfaction and infant temperament associated with teacher-infant relationship in the infant class. The subjects were 175 infants and 50 their teachers in Chung Ju City. The collected data were analyzed by paired sample t-test, ANOVA using the SPSSWIN Computer Program. The results of this study were; First, Child Care teacher's job Satisfaction the infant class was high in teachers with low age group. Second, Child Care teacher's job Satisfaction in the infant class was high in teachers were positively related to intimacy of teacher-infant relationship. Finally, Infant temperament were no related to teacher-student relationship.

• 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.

• Korean Journal of Childcare and Education
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• v.17 no.1
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• pp.65-84
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• 2021

Objective: The objective of this study was to investigate the mediating effect of children's emotional intelligence on teacher-child intimacy perceived by children and peer acceptance. Methods: The participants were 134 five-year-old children(71 boys, 63 girls) attending daycare centers and kindergarten in Seoul and Gyeong-nam province. Children were interviewed to measure teacher-child intimacy and peer acceptance. Teachers completed rating scales to measure children's emotional intelligence. Data were analyzed using descriptive statistics, Pearson's correlation coefficient, three step mediated regression analysis and a Sobel test. Results: The main results are as follows. first, there were significant positive correlations of teacher-child intimacy, emotional intelligence, and children's peer acceptance. Second, children's emotional intelligence had a partial mediating effect on teacher-child intimacy and peer acceptance. Conclusion/Implications: The results of this study demonstrates links between early teacher-child relationships and children's emotional and social development. In order to promote children's peer acceptance, it is necessary to build an intimate teacher-child relationship and to improve children's emotional intelligence based on that relationship.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.39-56
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• 2022

Objective: The purpose of this study was to investigate the influence of perceived supervisor's servant leadership and teacher self-efficacy for positive teacher-child relationships on work engagement using the path model. Methods: The subjects were 210 teachers working at childcare centers in Daegu and Gyeongbuk Province. Questionnaires were used to investigate perceived supervisor's servant leadership, teacher self-efficacy for positive teacher-child relationships, and work engagement. The collected data were analyzed by Structural Equation Modeling(SEM), Bootstrapping, Pearson Correlation, AMOS 20.0, and SPSS 21.0. Results: First, supervisor's servant leadership had a positive influence on teacher self-efficacy for positive teacher-child relationships. Second, teacher self-efficacy for positive teacher-child relationships had a positive influence on work engagement. Third, supervisor's servant leadership had a positive influence on teacher's work engagement. Fourth, supervisor's servant leadership had an indirec effect on teacher's work engagement by teacher self-efficacy for positive teacher-child relationships. Conclusion/Implications: The results mean teacher self-efficacy for positive teacher-child relationships had more influence on teacher's work engagement. Therefore, it is more useful to promote teacher self-efficacy for positive teacher-child relationships in order to strengthen teacher's work engagement.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.49-68
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• 2011

This study examined if any differences exist of young children's physical and relational aggression as affected by aggression levels, teacher-child and peer relationship, age, and gender. Furthermore, the extent of physical or relational aggression of the young children influencing teacher-child relationships is also examined. In this study, two hundred and fifty children aged three to ten and fifty-two teachers were targeted. They responded on questionnaires in regard to aggression, teacher-child relationships, and peer relationship. The findings are as follows: First, in terms of child aggression according to his/her age, it has been shown that physical aggression is primarily present in the age of four. Second, concerning gender, boys are found to be high in levels of both relational and physical aggression. Third, the data shows that in the relationship between the child's aggression and teacher-child relationship, the higher the child's aggression, the lower the intimacy of relationship between child and teacher and the higher the dependence and conflict in the relationship of teacher and child. Fourth, in the examination of relationships between a child's aggression and peer influence, higher levels of relational and physical aggression correlate with higher aggressive, hyperactive, and anti-social behaviors. In addition, the higher the age and relational aggression, the higher the pro-social behaviors that occur. Pedagogical implications and suggestions are put forth in the areas of improving relationships between children and teachers, how teachers can assist young learner development, and techniques to improve peer relationships and reduce its difficulties.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.57-69
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• 2019

Objective: The purpose of this research was to examine the moderating effects of relationships on the association between temperament and peer play interaction. Methods: The participants were 606 four year olds who were recruited from day care centers and preschools located in Incheon and Gyeonggi province. Teacher-child relationship was measured with Student-Teacher Relationship Scale. Peer interactions were measured with Penn Interactive Peer Play Scale. Temperament was measured with Child Behavior Questionnaire (CBQ). The data was analysed using Pearson correlation and hierarchial regression. Results: Teacher-child intimacy moderated the associations between inhibitory control and play disruption as well as between emotionality and play disconnection. Moreover, Teacher-child conflict moderated the association between emotionality and play disconnection. Conclusion/Implications: The findings suggest that teacher-child relationships buffer risks conferred by temperament.