• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.183-192
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• 2000

The purpose of this study is to investigate the effects of portfolio system on science teaching efficacy beliefs. From Chongju National University of Education, 83 subjects were selected. All of them are college sophomores, and 5 of them are males. The portfolio system developed by the researcher had been administered during the 1st semester of 1999. Korean Science Teaching Efficacy Beliefs Instrument (K-STEBI) was administered before and after portfolio instruction. Some parts of students portfolios were analyzed qualitatively in terms of elementary science teaching confidence. After portfolio instruction, students' science teaching efficacy beliefs increased statistically meaningfully. Elementary science teaching confidence and positive attitudes toward portfolio system also showed marked increase. Portfolio system seems to be effective in fostering pre-service elementary teachers' science teaching efficacy beliefs, and be a powerful tool for teacher education.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.217-223
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• 2022

In this paper, the needs and environment of the 'AI Convergence Education Method' were analyzed for elementary and secondary teachers, and based on this, teaching efficacy of informatics education was verified. For the research, elementary and secondary teachers who take the subject were selected, and based on the results of analyzing the general characteristics, pre-knowledge level, and needs of the subject, curriculum for 15 weeks was developed. As a result of verifying the teaching efficacy effectiveness of the developed 'AI Convergence Education Method' subject for 15 weeks, the effectiveness of the information education teaching efficacy was verified. Among the factors, there were statistically significant differences in information teaching values and information teaching strategies. In the future, it is necessary to conduct follow-up research to secure teachers' professionalism, such as linking with schools and convergence with other subjects. Various teaching and learning materials and teaching and learning methods such as educational contents and materials, reference literature, and artificial intelligence education platforms need to be prepared.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.465-473
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• 2010

The purpose of this study was to explore the impact of scientific inquiry-based peer teaching experience on pre-service elementary teachers' science teaching efficacy, anxiety to science and attitude toward science. The participants of this study included 118 pre-service teachers. The pre-post paired t-test design was implemented to examine the effect of this program. In addition, the semi-structured interviews were carried out for investigating their changes of affective characteristics. The result of this study showed that inquiry-based peer teaching provided pre-service teachers with the opportunities to enhance their science teaching efficacy and attitude toward science and reduce their anxiety to science. The findings imply that it is possible to meaningfully change elementary teachers' affective characteristics when effective strategies are adequately adopted.

• 전자공학회논문지 IE
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• v.48 no.4
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• pp.53-60
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• 2011

The purpose of this study was to examine the relationship among academic self-efficacy, learning time and environment management, teaching efficacy, flow and satisfaction of cyber university students. For this purpose, the 317 students of W cyber university were participated in the web-survey systems for two weeks at the end of the first semester in 2011. The results of this study through multiple regression analysis indicated that academic self-efficacy, learning time and environment management, and teaching efficacy significantly predicted on flow(${\beta}$=.712, p<.05) and satisfaction(${\beta}$=.531, p<.05). In addition to this, flow was used as a significant mediated variable in the relationships among academic self-efficacy, learning time and environment management, teaching efficacy, and satisfaction. Based on these study results, effective management strategies for improving cyber university students' learning achievement and satisfaction were proposed.

• Journal of Korean Library and Information Science Society
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• v.50 no.2
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• pp.149-168
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• 2019

The purpose of this study is to analyze the characteristics of teacher librarians' efficacy and to propose some ways to enhance their efficacy. To do this, questionnaires on 30 teacher librarians who participated in the level 1 certification program of K university in 2018 were conducted. The results showed that their average efficacy was 3.38, the efficacy of teaching method was 3.60, the collective efficacy was 3.38, and the personal efficacy was 3.18. They had high personal efficacy on classroom management, the willingness to lead poor students and the possibility of problem student guidance, and collective efficacy on conflict management with fellow teachers and parents. On the other hand, personal efficacy in problem analysis and guidance for problem students, difficult contents and course instruction were low. Also, the collective efficacy of the conflict between the manager and the education office was low. They have a strong willingness to improve teaching methods for students and showed high efficacy about student synchronization and preparation for teaching. However, they were aware of the lack of learning skills and the lack of various teaching methods. The variables influencing their efficacy were graduation, education level, school size, and degree. Especially, the higher the education level, the more confident and enthusiastic about teaching problemmatic students and disadvantaged students. In addition, teacher librarians with high academic standards showed high confidence in conflict resolution with peers and parents and teaching methods. The improvement direction to enhance their efficacy in this study are increasing the ratio of teacher education in the field of education, reforming teacher librarians training before appointment, establishing supervision organizations for school libraries and improving their professionalism by going to graduate school.

• Journal of Family Relations
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• v.21 no.4
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• pp.99-117
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• 2017

Objectives: The purpose of this study is investigate the influences of childhood abuse experience, discipline styles and social support on childcare efficacy according to socio-demographic backgrounds of childcare teachers. Method: For this study's purpose, 200 childcare teachers working at children's schools in J city were surveyed and analyzed for child abuse experience, discipline styles, social support and childcare efficacy. Frequency analysis, t-test, ANOVA and multiple regression analysis were used as study methods. Results: The results of this study are as follows. First, there were statistically significant differences in childhood abuse experiences according to the general characteristics of childcare teachers in the sub-domain of occupational position and marriage status. Second, childcare efficacy and social support were positively correlated, and discipline styles and childcare efficacy were negatively correlated, but there was no correlation between social support and abuse experience. Third, general teaching efficacy regarding childcare efficacy showed a statistical influence of physical abuse, which is a sub-variable of childhood abuse experience. The general efficacy of teaching showed a statistically significant influence on logical discipline and coercive discipline, which are sub-variables of discipline methods. The general teaching efficacy in terms of childcare efficacy showed a statistically significant influence in the family variable which is a sub-variable of social support. The personal teaching efficacy within childcare efficacy showed a statistically significant influence in the logical discipline, a sub-variable of physical abuse, and disciple styles, a sub-variable of childhood abuse experience. Conclusion: From these findings, childcare teachers' childhood abuse experience was a factor affecting childcare efficacy in discipline, social support, and sub-variables. Therefore, it is necessary to remedy the effects of childhood abuse experience, encourage appropriate discipline styles, and to encourage social support in order to improve the childcare efficacy among childcare teachers.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.481-499
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• 2015

The purpose of this study was to investigate the influence of career, burnout, and play-teaching efficacy on the job satisfaction of childcare teachers. Participants of this study were 201 childcare teachers in work-site daycare centers from the Seoul and Kyonggi areas. Collected data were analyzed by one-way ANOVA, Pearson's product moment correlation, and multiple regression with SPSS ver. 13.0. Major results of this study were as follows. First, there were significant differences in total play-teaching efficacy and total job satisfaction according to childcare teacher's career. Second, there were significant positive correlations between childcare teachers' career and their play-teaching efficacy, and between childcare teachers' play-teaching efficacy and their job satisfaction. Also, there were significant negative correlations between childcare teachers' career and their burnout, between childcare teachers' burnout and their play-teaching efficacy, and between childcare teachers' burnout and their job satisfaction. Finally, the most powerful predictor on job satisfaction was burnout. Further, childcare teachers' burnout, play-teaching efficacy, and career explained their job satisfaction. This study primarily suggests that efforts heightening childcare teachers' play-teaching efficacy as well as reducing their burnout according to their career is important in enhancing their job satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.477-484
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• 2021

This study examined whether there are differences in health knowledge, health behavior, and health education teaching efficacy according to the general characteristics of pre-service early childhood teachers and analyzed the relationship between each variable to identify the factors affecting the teaching efficacy. For these, health knowledge, health behavior, and health education teaching efficacy were measured for 258 students enrolled in the department of early childhood education in colleges located in Chungnam and Jeonbuk. The collected data were subjected to a t-test, Welch variance analysis, correlation analysis, and multiple regression analysis using SPSS Win 21.0 according to the research problem. The results were as follows. First, there were significant differences in health knowledge, health behavior, and health education teaching efficacy, according to some of the general characteristics of the subjects. Second, while there was a significant positive correlation between the overall and subordinate variables of health behavior and teaching efficacy, there was a marginally significant correlation between health knowledge and teaching efficacy. The variable affecting health education teaching efficacy was the overall health behavior, and the explanatory power was approximately 30%. Suggestions for subsequent research were proposed based on the above research results.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.86-92
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• 2010

Although constructivist assessment has been emphasized by many science educators, most elementary school teachers are still not familiar with this. In order to investigate the causes of this problem, we examined the perceptions of pre-service elementary school teachers toward constructivist science assessment and the relationships among the perceptions toward constructivist science assessment, the views on science teaching and learning, science teaching efficacy beliefs, and the perceptions toward constructivist science learning environment. Analyses of the results revealed that the perceptions of pre-service elementary school teachers toward constructivist science assessment were higher than those of the elementary school teachers reported previously. The results of a stepwise multiple regression analysis indicated that the views on constructivist science teaching and learning and personal science teaching efficacy beliefs were the significant predictors of the perceptions toward constructivist science assessment.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.407-422
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• 2013

The purposes of this study are to investigate the change in the teacher efficacy beliefs of elementary pre-service teachers in mathematics during the student teaching, and to suggest the direction of the student teaching program for improving the pre-service teachers' efficacy beliefs in mathematics. For this, 93 elementary pre-service teachers participated. After the 4 weeks of practice, any changes in their teacher efficacy beliefs in mathematics were analyzed and the positive and negative causes of the differences were discussed. Consequently, their teacher efficacy beliefs in mathematics meaningfully decreased. The analysis of the cause of the decrease indicated that the teacher efficacy beliefs in teaching mathematics, rather than in the management of their mathematics class, meaningfully decreased. The meetings with the subjects also revealed that they had more negative experience with class teaching and were not able to gain much positive experience with it after all.