• 한국생활과학회지
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• 제20권3호
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• pp.505-519
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• 2011

The purpose of this study was to analyze the relationship between organizational commitment, organizational loyalty, and working satisfaction of 162 teachers in daycare centers in Gyung-gi province. Three questionnaires about the organizational commitment which Allen and Mayer(1990) developed and Son Sobin(2002) revised, organizational loyalty behavior which Jo Bumsang(2004) revised, and working satisfaction which Kim Sunja(2005) developed, and the researcher revised were used for this study. For this study, the data was analyzed using descriptive statistics, independent t-test, and Pearson correlation. The results were as follows: first, the early childhood teacher's organizational commitment was average, and there was a significant difference according to the teacher's academic background. Second, the early childhood teacher's organizational loyalty was also average, and there were significant differences according to the teacher's age and academic background. Third, the early childhood teacher's working satisfaction was below average level, and there was a significant difference according to the teacher's working hours. Last, the early childhood teacher's organizational commitment, organizational loyalty behavior, and working satisfaction showed the positive relationship. In conclusion, the government and the director of daycare centers should support for the teacher's psychological satisfaction because the early childhood teacher's psychological state is highly related to successful organization of daycare centers.

• 대한가정학회지
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• 제47권1호
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• pp.93-103
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• 2009

This study analyzed variables associated with peer competence of negelcted children. Participants were made up of 180 preschoolers and their mothers. Neglected children's peer competence was measured by the Peer Competence Scale(Park & Rhee, 2001) and data were subjected to descriptive analysis, Pearson's correlation, and multiple regression analysis. Results showed that neglected children's peer competence was partly associated with the child's temperament and emotional regulation, parenting styles and involvement strategy, and teacher-child relationship. In particular, closeness in teacher-child relationship was the strongest predictor for both children's peer competence in leadership and sociability. Furthermore, a child's ability to regulate emotion was the strongest predictor of their peer competence in prosocial environments.

• 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.

• 한국산학기술학회논문지
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• 제17권2호
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• pp.240-245
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• 2016

본 연구의 목적은 유아교사의 조직 내 인간관계와 교사리더십의 관계를 알아보고 인간관계에 미치는 교사리더십의 영향을 알아봄으로써, 유아교육 현장에서 교사의 바람직한 인간관계 형성을 위한 방안을 탐색하는 것이다. 이를 위해 충청남도와 대전광역시에 위치한 유치원과 어린이집에 재직 중인 교사 215명에게 5점 척도의 질문지를 사용하여 자료를 수집하였다. 수집된 자료는 SPSS통계 프로그램을 이용하여 리더십과 조직 내 인간관계의 관계성을 알아보기 위하여 상관관계를 실시하였고 리더십이 유아교사의 조직 내 인간관계에 미치는 영향을 알아보기 위하여 단계적 회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 교사 리더십과 인간관계는 모든 하위 변인에서 정적 상관관계가 나타났다. 즉, 유아교사의 리더십이 높게 나타날수록 조직 내 인간관계가 바람직하게 형성되었다고 인식하였다. 둘째, 유아교사의 조직 내 인간관계에 영향을 미치는 교사리더십은 과업주도성, 공동체성, 목표지향성 순으로 나타났다.

• 아동학회지
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• 제20권2호
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• pp.243-255
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• 1999

We sampled 167 2nd, 4th, and 6th grade students to assess who, why, and in what situations they asked for help when they had problems in math class. Results indicated that students generally perferred(??) classmates to the teacher as helpers but they saw the teacher as more likely to facilitate learning. Second graders perceived a closer personal relationship with their teacher than sixth graders. At the upper grades, student were more likely to report asking for assistance if they thought that other students also needed assistance.

• 한국산학기술학회논문지
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• 제20권7호
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• pp.325-331
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• 2019

본 연구의 목적은 예비유아교사의 공감능력이 교직윤리 및 아동학대 신고의도에 미치는 영향을 알아보는데 있다. 연구대상은 중소도시 I시 유아교육과 재학생 2학년과 3학년 학생으로 총 168명이다. 연구 검사도구는 예비유아교사의 공감능력, 교직윤리 및 아동학대 신고의무에 관한 설문지를 사용하였다. 수집된 자료는 연구대상의 pearson의 적률상관관계를 분석하고, 예비유아교사의 공감능력이 교직윤리와 아동학대 신고의도에 미치는 영향력을 알아보기 위해 단계적 회귀분석을 실시하였다. 연구결과는 첫째, 예비유아교사의 공감능력과 교직윤리 전체와 관계가 있었다. 인지적 공감능력의 하위요인인 관점취하기와 상상하기는 교직윤리 전체와 정적상관이 나타났으며, 특히 공감적 관심과 정적인 관계가 나타났다. 인지적 공감은 영유아에 대한 윤리와 가장 높은 상관이 있었고, 정서적 공감은 사회에 대한 윤리와 정적상관이 가장 높게 나타났다. 둘째, 예비유아교사의 교직윤리에 미치는 공감능력의 하위요인은 관점취하기가 가장 높은 영향력을 지니고, 그 다음으로 상상하기가 영향을 미치고, 마지막으로 공감적 관심이 영향을 미치고 있는 것으로 나타났다. 이러한 결과는 예비유아교사의 교직윤리 및 아동학대 신고의도 증진을 위한 프로그램 개발 시 인지적 공감능력의 하위요인인 관점취하기와 상상하기와 관련된 공감의 내용을 반드시 포함해야 할 것으로 사료된다. 본 연구는 유아교육 현장에서 예비유아교사의 교직윤리 및 아동학대 신고의 증진에 대한 중요성을 인식시키는 계기가 되고 교직윤리와 아동학대 신고의도에 영향을 미치는 공감능력에 대한 인식을 제고하게 하였다는 점에서 연구의 의의를 찾을 수 있다.

• 아동학회지
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• 제22권3호
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• pp.183-193
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• 2001

This study explored the feasibility of various applications of Developmentally Appropriate Practice (DAP) by examining the relationship between teachers' belief in DAP and their creative roles. Subjects were 203 teachers of public, private, national, and corporate day care centers in Pusan. Data analysis was by ANOVA. Results showed that with the exception of fluency, teacher's degree of belief in DAP correlated with differences in all the sub-categories of creative roles, including indulgence and perseverance, flexibility, originality, and elaboration. Conclusions were that teachers could enhance their creative roles through inclusion of DAP in teacher education.

• 한국보육지원학회지
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• 제17권2호
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• pp.143-160
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• 2021

Objective: This study explored the relationship between early childhood teachers' teaching efficacy, teacher-child interaction, and preschoolers' school readiness. Methods: The data were drawn from the seventh wave of the Panel Study on Korean Children. The subjects of this study were 1,150 preschoolers and their teachers. Early childhood teachers reported their teaching efficacy, their interaction with preschoolers, and preschoolers' school readiness. Data were analyzed using structural equation modeling. Results: First, early childhood teachers' teaching efficacy did not have a direct effect on preschoolers' school readiness. Second, early childhood teachers' teaching efficacy had an indirect effect on preschoolers' school readiness through teacher-child interaction. In other words, teachers with a high level of teaching efficacy had high-quality interactions with preschoolers, which led to preschoolers showing a high level of school readiness. Conclusion/Implications: The results of this study highlight the importance of teachers' high teaching efficacy and high-quality interactions between teachers and preschoolers to improve preschoolers' school readiness. In addition, this study contributes to a better understanding of the mechanism by which teachers' teaching efficacy influences preschoolers' school readiness.

• 아동학회지
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• 제26권4호
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• pp.21-33
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• 2005

Two hundred ten kindergarten teachers participated in this investigation of the relationship between kindergarten teacher's achievement orientation and teacher efficacy. Instruments were the Teacher Efficacy Scale(Lee, 2002) and the Goal Orientation Scale(Lee, 2002). Data analyzed by ANOVA and hierarchical multiple regression analyses revealed that more highly educated and older teachers were more highly oriented toward mastery goals. Teacher high in mastery and in performance orientation exhibited higher efficacy while low mastery oriented teachers were low in efficacy. The influence of performance goal orientation significantly explained the variance in teacher efficacy. The incremental explanation on teacher efficacy by achievement goal orientation after controlling for demographic variables was statistically significant.

• 아동학회지
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• 제30권2호
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• pp.57-69
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• 2009

Instruments used in this study were the Peer Competence Scale(Park & Rhee, 2001), Infant Temperament Questionnaire(Chun, 1993), Emotional Intelligence Quotient Scale(Kim & Kim, 1998), Maternal Parenting Scale(Park & Lee, 1990) Parental Involvement Checklist(Cohen, 1989), and Student-Teacher Relationship Scale(Pianta, 1991). Subjects were 400 preschoolers and their mothers in Seoul. Data were analyzed by descriptive statistics, Pearson's correlation, and multiple regression analysis. Results indicated that (a) children of employed mothers had higher peer competence than children of unemployed mothers. (b) Closeness in teacher-child relationship was the strongest predictor for peer competence of children of employed mothers; maternal strategies promoting peer relationships was the strongest predictor for peer competence of children of unemployed mothers.