• Journal of the Korean Society of School Health
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• v.3 no.1
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• pp.19-47
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• 1990

The purpose of this study was to investigate the high school teachers' sexual knowledge, attitude and their need of sex education for the students in Seoul. These data were collected by questionnaire in Oct. 1989. The result was compared by the type of teacher (school health nurse and high school teacher), involving in sex education or not, age, marital status and religion. The major findings of this study were as follows: 1. The mean score of sexual knowledge of the school health nurses was higher than the high school teachers. (P<0.05) (the average correct answer rate:the school health nurses=80.85%, the high school teachers=62.65%)Female teachers who were involved in sex education got higher score than the male high school teachers and female teachers who were not. (P<0.05) The married female high school teachers got higher score than never-married. (p<0.05) 2. About the sexual attitudes, the respondents were asked in the Likert's four-point scale with 3 groups of questions that were anatomical and physiological terminology about sex, normal sexual life and immoral sexual life. About anatomical and physiological terminology about sex, they had a little positive feeling. (mean score= 2.62) The school health nurses and the male high school teachers had more positive feeling than the female. (P< 0.05) Also the aged and married male high school teachers had more positive feeling than others. (P<0.05) About normal sexual life, they had a little positive feeling and moderately permissive attitude. (feeling mean score=2.96, attitude mean score=3.23) The school health nurses and the male high school teachers had more positive feeling than the female. (P<0.05) And the male high school teachers had more permissive attitude than the female. (P<0.05) About immoral sexual life, they had strongly negative feeling and conservative attitude. (feeling mean score =3.49, attitude mean score=3.35) The school health nurses the female high school teachers had more negative feeling and conservative attitude than the male. (P<0.05) And the male protestant high school teachers had more conservative attitude than no-religion group. (P<0.05) 3. There was a weak correlation between sexual knowledge and attitude. 4. There was no significant difference about starting of sex education between the school health nurses and the high school teachers. (P>0.05) Generally, they answered that the starting of sex education about physical growth and development could bp given with the students' physical growth and development. But for the sex education about emotional and social development, they answered that the education should be given later than the emotional and social development of students. 62.1% of the school health nurses did sex education and 36.5% of the high school teachers did. The common contents of sex education were intersexual-fellowship(date), venereal disease and marriage. And the education about abnormal sex-behavior. divorce and sexual intercourse was given rarely.

• Journal of the Korean Home Economics Association
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• v.40 no.8
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• pp.1-11
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• 2002

The purpose of this study is to explore the influence of a mother's rearing attitude and children's self-concept on children's relations with friends and teachers. Specifically, this study investigated children's self-concept to mediate the relationship between the mother's rearing attitude and the children's relations with friends and leachers. The Subjects were 222 fourth year elementary school and their mothers. Data were analyzed rising the SAS program. The results of this study were as follows: Mother's rearing attitude did not directly influence children's relations with friends and teachers. But children's self-concept influenced the children's relations with friends and teachers. In particular children's self-concept appeared to mediate the relation between mother's rearing attitude and children's relations with friends and teachers.

• Korean Journal of Childcare and Education
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• v.15 no.2
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• pp.125-144
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• 2019

Objective: The purpose of this study was to examine the effects of early childhood teachers' music attitude and emotional leadership on their music teaching efficacy in the music education. Methods: 301 early childhood teachers answered the music attitude scale, music teaching efficacy belief instrument, emotional leadership scale, and questionnaire for socio-demographic characteristics and music experiences. Data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation analysis and hierarchical regression analysis. Results: First, early childhood teachers had a higher music teaching efficacy in case of at least 10 years of teaching experiences period, having a post-graduate degree, having a music training experience, enjoying learning musical instruments and singing and listening to music during regular music lessons, and having a long music training experience. Similar results were derived from the subfactors of music teaching efficacy. Second, there were positive correlations(r=.172-.659, p < .001) in the total and subfactors scores among early childhood teachers' music attitude, emotional leadership, and music teaching efficacy. Lastly, early childhood teachers' music attitude and their emotional leadership were explained at 39~52 percent for their music teaching efficacy. Conclusion/Implications: This study suggests that it is important for early childhood teachers' perception of their belief, knowledge and feeling about music education.

• Korean Journal of Community Nutrition
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• v.15 no.1
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• pp.137-148
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• 2010

This study was conducted on 175 child-care teachers, who participated in in-service education, to research the methods to improve child-care teacher's nutrition management capability for infants and children. Investigated results of child-care teachers' nutrition knowledge, dietary attitude status, and needs on nutrition education in child-care centers are as follows: The score of child-care teachers' nutrition knowledge was 10.83 points out of 15, which is about 72%. Total score increased as teachers' age but not significantly different from their career duration, since teachers who have a child-care career less than 5 years acquired 10.91 points, which is higher than 10.64 points of teachers having more than 5 years of child-care career. Teachers' average recognition to the nutrition knowledge was 90.6%, increased significantly by the older they are, and decreased according to the accumulation of their career. The average accuracy of the nutrition knowledge was 79.7%, increased in proportion to the teachers' age. The marks of child-care teachers' dietary attitude were 41.3 points (possible score range 5-50) and 83%, older teachers tended to have more desirable dietary attitude. As indicated by the increment of child-care career, the score of emotional attitude tended to be increased but which of cognitive and behavioral attitude showed a declining tendency. Nutrition information which child-care teachers were mainly interested in were correct selection of food (58.1%), obesity and weight management (52.7%), and nutrient content of food (44.9%). Nutrition education contents which child-care teachers needed were 'nutritious food and menu for child' (72.2%), 'health management of child' (69.2%) and meal management of child (40.2%). Nutrition education methods, which child-care teachers considered as of desirable ones, were cooking class of small scale (31.8%), visiting class at child-care center (26.5%). In consequence, the nutrition knowledge and dietary attitude of child-care teachers were not good and showed different issues by age and career duration. Therefore, it is requisite to intensify nutrition management courses in child-care teachers' qualification and in-service education courses which has actual necessity and suitability based on teachers' age, career, and the type of child-care center, and to disseminate these through public health centers and child-care & education information centers to pursue the efficient balance of nutrition education programs.

• Journal of Korean Public Health Nursing
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• v.29 no.1
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• pp.18-28
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• 2015

Purpose: This study was conducted to evaluate the effect of CPR education on the knowledge, attitude and self-efficacy of elementary and middle school teachers. Methods: After obtaining informed consent from participants, data were collected from 75 teachers receiving training in emergency care using questionnaires before and after education. Data were analyzed using percentage, paired t-test, and correlation. Results: The knowledge and self-efficacy scores were the middle level and the scores for attitude were the upper middle level. The knowledge, attitude, and self-efficacy scores at posttest were significantly higher than those at pretest. Conclusion: Teachers should receive CPR education regularly, so that they can acquire the knowledge, attitude, and practical ability of CPR.

• Child Health Nursing Research
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• v.15 no.4
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• pp.383-391
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• 2009

Purpose: The purpose of study was to describe knowledge and attitude to Attention Deficit Hyperactive Disorder (ADHD) in preschool teachers in Korea. Methods: Survey methodology using a self administered questionnaire was employed as the research design. Knowledge and attitude were measured with a questionnaire modified from Jerome, Gordon, and Hustler (1994) and Ghanizadeh, Bahredar, and Moeini (2006). Of 223 questionnaires mailed out to 42 daycare centers in one district in Seoul, 164 questionnaires (73.5%) were used for data analysis. Data analysis was done using SPSS.WIN 15.0. Results: The mean score on knowledge for the teachers was 11.27 (59.3%) out of maximum score of 19. For question items, the percentage of correct answers related to etiology of ADHD was under 10% and the correct rate regarding treatment of ADHD was over 90%. Preschool teachers had a mean score on attitude of 20.77 out of 33. Less than 50% of the teachers reported positive attitudes toward the child with ADHD and over 90% agreed that the child with ADHD needs a special environment and specially trained teachers. Age (r=.236, p=.002) and marital status (t=-3.661, p=.000) were significantly related to attitude toward the child with ADHD. Knowledge and attitude had a significant positive correlation (r=.245, p=.001). Conclusion: These results suggest that educational programs and strategies should be developed to increase knowledge of preschool teachers on ADHD. Public health nurses also need to develop and implement education programs for teachers at daycare centers and others involved in child care in the community.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.87-94
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• 1999

This study investigated the influences of science anxiety ill elementary school teachers on tile children's science achievement and attitudes. For this study, 166 elementary school teachers taken charge of 4th, 5th, 6th grade of elementary school children, were chosen as a sample. First, we tested science anxiety test to these teachers, and then chose 50 teachers that are 25 teacher of highest score and 25 teachers of lowest score. Next, we chose 1848 students that 50 teachers take charge. The results are as follows. 1. The children learned from lowest scored teacher got the higher point than the children learned from highest scored teacher in science achievement test. 2. Children's science attitude have a little differences in 4 sub-boundary area but totally lower science anxiety group have higher score than higher science anxiety group. 3. Another variables such as grade, living district, teachers' training experience give influence to the children's attitude to science. In this result, we found that teachers' science anxiety influenced in some part upon the elementary student science achievement and attitude.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.61-85
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• 2023

Objective: This study aims to investigate whether science teaching attitude of early childhood teachers mediates the relationship between the professional learning environment of institutions and their intention to accept artificial intelligence (AI) technology, and whether the experience of using smart and digital devices moderates the effect of science teaching attitude. Methods: An online survey was conducted targeting 118 teachers with more than 1 year of experience in kindergarten and day care center settings. Descriptive statistical analysis, correlation analysis, and The Process macro model 4, 14 were performed using SPSS 27.0 and The Process macro 3.5. Results: First, the science teaching attitude of early childhood teachers served as a mediator between the professional learning environment of institutions and teachers' intention to accept AI technology. Second, the experience of using smart and digital devices was found to moderate the effect of teachers' science teaching attitude on their intention to accept AI technology. Conclusion/Implications: This results showed that an institutional environment that supports teachers' professionalism development and provides rich experience is crucial for promoting teachers' active acceptance of AI technology. The findings highlight the importance of creating a supportive institutional envionment for teacher's professional growth, enhancing science teaching attitudes, and facilitating the use of various devices.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.201-219
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• 2012

The purpose of this study was to examine the awareness of two major groups of early childhood teachers, (that is, kindergarten teachers and nursery teachers), in terms of the image of what constitutes an early childhood teacher. More specifically, this study sought to investigate any possible gaps between the two groups in that aspect, in an effort to shed light on (and understand in greater detail), the awareness of the two groups regarding the image of early childhood teachers in detail. The subjects in this study comprised 310 early childhood teachers, out of which 156 teachers worked in kindergartens and 154 teachers worked in daycare centers in Busan, Ulsan and South Gyeongsang Province. The findings of the study were as follows : First, kindergarten teachers' images of a kindergarten teacher were mostly associated with the professional domain, followed by the domain of personality, a physical domain and a professional attitude domain. As a result of checking the awareness of the nursery teachers regarding the image of a kindergarten teacher in more detail, their image of a kindergarten teacher appeared to be mostly associated with the professional domain, followed by the professional attitude domain, the domain of personality and the physical domain. There were statistically significant gaps between the kindergarten teachers and the nursery teachers in terms of their image of a kindergarten teacher. Second, as for the awareness of the kindergarten teachers of the image of a nursery teacher, their image of a nursery teacher was mostly linked to the domain of personality, followed by the professional domain, the physical domain and the professional attitude domain. Regarding the awareness of the nursery teachers of the image of a nursery teacher, their image of a nursery teacher was mostly associated with the professional domain, followed by the domain of personality, the professional attitude domain and the physical domain. Statistically significant gaps between the kindergarten teachers and the nursery teachers were found in the image of a nursery teacher.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.125-132
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• 2018

The purpose of this study is to examined the relationship between child care teachers' science teaching efficacy and children's scientific attitude. Then, using the instructional creativity as a parameter to increase the quality of teacher-children interaction, we examined how the teacher-children relationship changed. In this study, 303 child care center teachers in Suwon, Gyeeonggi were surveyed. To analyze the data, structural equation modeling and Sobel-test were performed using SPSS 23.0 and AMOS 23.0. The analysis results showed that child care center teachers' science teaching efficacy had positive effects on the teachers' creativity and the children's scientific attitude. Furthermore, the creativity of child care center teachers had a positive effect on children's scientific attitude. The result of the Sobel-test revealed that child care center teachers's creativity played a mediating role between teachers' science teaching efficacy and children's scientific attitude and acted as a key variable in promoting children's scientific attitude. In conclusion, it has been identified that the creativity of the infant teacher's teaching is an important change that has a positive effect on the child's scientific attitude. Therefore, if education is provided to enhance the creativity of the professor when the infant teacher is working as a science professor at the same time, it can contribute to the quality of the child's scientific attitude.