• The Journal of Korean Association of Computer Education
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• v.21 no.6
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• pp.93-103
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• 2018

The purpose of this study is to measure teachers' beliefs to teach software education effectively. Based on the revised version of the STEBI-B questionnaire, factors influencing the software education were added through the literature review and composed of sub-factors of the category of personal software education teaching efficacy and software education outcome expectancy. And then, 146 in-service elementary school teachers were surveyed preliminary 35 questions. The collected data were analyzed by factor analysis and reliability analysis, and 5 items were deleted to complete the final item. A factor analysis and reliability analysis of the final 30 questions were conducted to demonstrate the appropriateness of the item composition, and software education teaching efficacy belief instrument(SE-TEBI) was developed.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1427-1442
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• 2012

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.519-537
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• 2014

Teacher efficacy influences teacher's own behaviors in class and students outcomes such as achievement, motivation and their own self-efficacy. In recent years, self efficacy and teacher efficacy are becoming more popular in many educational aspects. Teacher efficacy depends on him/her and each tasks and goals. Therefore, we need special instrument for measuring mathematics teacher efficacy. On this study, we derived educationally meaningful factors on mathematics teacher efficacy from previous literature. We developed Mathematics Teaching Efficacy Instrument(MTEI) consisted of 30 items with 6-point Likert scale. The six factors are as follows; mathematics teaching efficacy expectancy, mathematics teaching outcome expectancy, mathematics teaching content knowledge, teacher belief on their own students, the past mathematics learning experience for teacher own, influence from social-cultural environment.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.269-286
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• 2018

Objective: The purpose of this study was to clarify the influences of constructivist educational beliefs and eco-friendly teaching attitudes on early childhood teachers' mathematics teaching efficacy. This study also examined the mediating effect of eco-friendly attitudes on the relationship between the other two variables. Methods: A total of 399 teachers teaching 3,4 and 5-year-olds in Seoul, Gyeonggi and Incheon participated in this study. The data were analyzed using the SPSS Win 21.0 program and the Sobel test. Results: First, mathematical teaching efficacy of early childhood teachers was significantly correlated with constructivist educational beliefs and eco-friendly teaching attitudes. Second, with teacher's career as the control variable, constructivist educational beliefs have more influence in mathematical teaching efficacy than the other variable. Third, eco-friendly teaching attitude partially mediated between the other two variables. Conclusion/Implications: The results of this study imply that constructivist educational beliefs and eco-friendly teaching attitudes are important factors on mathematics teaching efficacy. It is expected that it will be used as basic data for various programs that increase constructivist educational beliefs and eco-friendly teaching attitudes.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.105-121
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• 2005

Data were collected from 120 teachers at 67 childcare centers in Seoul and Kyunggi-Do. The Assessment Scale for Day Care Programs(Rhee et ai., 2003) was used to observe teachers' interaction behaviors. Subjects responded to the teachers' job stress scale developed by the author and a modified version of teachers' efficacy scale based on the Science Teaching Efficacy Belief Instrument(Enochs & Riggs, 1990). Data were analyzed with descriptive statistics, Pearson correlations, and hierarchical regressions. Results showed that quality of teachers' interaction behaviors correlated negatively with teachers' job stress, and positively with teachers' personal efficacy; teachers' belief of efficacy moderated the relationship between job stress and teachers' interaction behaviors.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.374-382
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• 2006

This study investigated the effect of the 'Chemistry in everyday life' course for 234 pre-service elementary teachers on their beliefs regarding science teaching efficacy and the nature of science. This study also examined the effect of this particular course by their field (natural science, humanities & social science, and fine arts). The results show that after the semester the pre-service teachers' science teaching efficacy beliefs were enhanced. In particular, their personal science teaching efficacy beliefs were improved across all fields. However, their beliefs regarding the nature of science remained largely unchanged. This study discussed the implications surrounding science courses for pre-service teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.4
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• pp.1644-1651
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• 2013

The purpose of this study was to investigate the influence of distance education experience using users' avatars in virtual reality space on their teaching efficacy belief. There were 9 participants who were enrolled in a course in doctoral program of education department in J University for the study. The first class of six sessions was face to face class on how to use Second Life and the 14 classes of 3 sessions were done in a classroom of Second Life. According to the analysis of reflection notes, interviews, researcher's observations of 5 participants, their experiences of presentation and taking classes in distance education using their own avatars in Second Life had positive influence on participants' teaching efficacy belief in their future working for distance education using avatars of Second Life. The implication of this study is to show some conditions for successful distance education as well as to see the potential of distance education in 3D virtual reality space using avatars. This study will contribute to promote the future study in distance education field.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5578-5587
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• 2011

The purpose of this study is to confirm how keeping a educational diary in which no feedback is given in the teaching practice in kindergartens affects a teacher efficacy and the educational belief of preschool teachers-to-be as well as the organizational health of kindergartens to practice according to the way teachers feel. With this aim, the study aimed at 34 seniors at the Department of Early Childhood Education in the four-year college in Chungnam. The study conducted this experiment using the nonequivalent control group pretest-posttest design, and carried out a $x^2$ analysis and a t-test according to the data. Concerning the research results, first, keeping a educational diary of teaching practice affirmatively affected a teacher efficacy. Second, it did not significantly affect a teacher's educational belief. Third, it did not significantly affect the organizational health of the kindergarten to practice according to the ways teachers-to-be feel. This study is meaningful in that keeping a reflective journal in which feedback by a guidance teacher for practice becomes the basic proposition may be replaced with the keeping of a diary of practice at the level of practicality. This means that a teacher's sense of efficacy may improve simply by keeping a educational diary of teaching practice without feedback by a guidance teacher.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.213-214
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• 2019

본 논문에서는 초등 현직 교사 146명을 대상으로 실시한 소프트웨어 교육 교수효능감 검사지(Software Education Teaching Efficacy Belief Instrument, SE-TEBI) 조사 결과에 따라 교사의 성별, 지역, 경력, 연수 경험 및 시간, SW 교육에 대한 태도와의 상관을 알아보기 위하여 이변량 상관관계 분석을 실시하였다. 그 결과, 소프트웨어 교육 교수효능감(Software Education Teaching Efficacy, SE-TE)에 가장 높은 관련성을 보이는 것은 SW 교육에 대한 태도였으며, 그 다음의 관련성을 보이는 것은 연수 경험 및 시간이었다. 성별은 부적 상관을 보였으며, 지역과 경력은 통계적으로 유의한 상관을 보이지 않았다. 이러한 분석결과는 초등 교사의 SE-TE를 증진시키기 위해서는 SW교육에 대한 긍정적인 태도를 함양할 수 있도록 지속적인 연수 경험을 제공하여야 함을 시사한다.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.83-100
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• 2014

This study aims to explore the relationships between preschool teachers' beliefs about the purpose of multicultural education and their attitudes and teaching efficacy with respect to multicultural education. For this purpose, 296 teachers, who were working at kindergartens and daycare centers, were chosen for this study and the survey method was used to collect data. The TMAS (Teacher Multicultural Attitude Survey), Multicultural Teaching Efficacy Scale, and teachers' belief about the purpose of multicultural education were used to evaluate teachers' multicultural-related variables. To analyze the data, frequency measurements, percentile, one-way ANOVA, and Pearson's product moment correlation coefficient were used. Through this study, these findings were found: 1) Teachers most perceive human relations as the purpose of multicultural education. 2) There is no relationship between the belief in multicultural education and the attitudes and teaching efficacy with respect to multicultural education. However, The attitudes about multicultural curriculum show meaningful differences, depending on the teachers' beliefs about the purpose of multicultural education. 3) The attitudes and teaching efficacy with respect to multicultural education are strongly related to each other. These findings are discussed with respect to the necessity of multicultural education curriculum development for preschool teachers.