• 한국지역사회생활과학회지
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• 제20권3호
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• pp.343-355
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• 2009

The purpose of this study was to examine the efficacy of child care and the education and the influence of job-stress on job-satisfaction of child care and education teachers. 172 child care and education teachers were chosen from 40 child care centers located in Incheon, Gyeonggido, and Seoul. Data were collected using the efficacy of child care and education index, the job-stress instrument, and the job-satisfaction instrument, and were analyzed using t-test, one-way ANOVA(Duncan test), correlation analysis and multiple regression analysis. There were significant differences in child care and education teacher's job-satisfaction according to the teacher-related variables, including the type of institution, the number of classes, the age of children, the education, the teaching experience, the income, the age of teacher, and the marital status of the teacher. Correlation analysis indicated that the teacher's efficacy of child care and education and the job-satisfaction had significant correlations, especially the satisfaction of job itself indicated high positive correlations. Job-stress and job-satisfaction of the child care and education teachers had significant negative correlations in all sub-variables, especially the stress from the working environment and the satisfaction of administration system indicated high negative correlations. It was also found that stress from the working environment, stress from the overload, stress from the peer relations, and the efficacy of child care and education were all significant predictors of the child care and education teacher's job-satisfaction.

• 아동학회지
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• 제26권6호
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• pp.45-58
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• 2005

The purpose of this study was to find out teacher's variables that made difference between teacher's efficacy for early childhood care and education and general self-efficacy, and to explore variables influencing in teacher's efficacy for early childhood care and education. In this study, 212 inservice teachers in edu-care centers completed and analyzed. Efficacy for Child Care and Teaching(ECCT) and general self-efficacy scale. Age, status in working place, years of experience, and participation in decision-making of working place were found as important variables in teacher's efficacy for child care and education, and general self-efficacy. And status and participation in decision-making of working place were found as important variables in explaining teacher's efficacy for child care and education.

• 한국보육지원학회지
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• 제14권1호
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• pp.167-186
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• 2018

Objective: The purpose of this study was to explore the structural analysis of the relationships among principals and fellow teacher's emotional support, teacher's active motivation for choosing the teaching profession, self-leadership, and child care efficacy and commitment. Methods: Data were collected from 465 child care teachers and analyzed by means of structural equational modeling(SEM). Results: First, principals and fellow teacher' emotional support was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through teacher's self-leadership. Second, teacher's active motivation for choosing the teaching profession was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through self-leadership and child care efficacy. Third, teacher's self-leadership was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through child care efficacy. Fourth, teacher's child care efficacy was to found have a direct effect on teacher's child care commitment. Conclusion: These results suggest the need for a great deal of utility to improve teacher's child care commitment.

• 한국보육지원학회지
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• 제14권5호
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• pp.1-17
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• 2018

Objective: This study examined the relationship between child care teachers'job satisfaction, teacher-parent partnership, and teacher- child interaction in order to improve the quality of child care. Methods: Self-report questionnaires were used on 321 child care teachers and data were analyzed using descriptive statistics, Pearson correlation and Structural Equation Modeling Analysis. Results: First, significant correlations existed among variables except the relationship between payment/promotion and other variables. The results showed that child care teachers'job satisfaction had a significant and direct influence on teacher-child interaction, and teachers' job satisfaction was partially mediated by teacher-parent partnership on teacher-child interaction. Conclusion/Implications: The findings confirm that teachers' job satisfaction and teacher-parent partnership are preceding factors for positive teacher-child interaction. Significant attention should be paid to child care teachers'psychological satisfaction and teacher-parent relationships to promote the quality of child care and the positive interaction between teachers and children.

• 한국보육지원학회지
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• 제15권3호
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• pp.1-19
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• 2019

Objective: This study examined the mediating effects of child care teachers' self-esteem in the relationship between teachers' difficulties communicating with parents and teacher-child interactions. Methods: A total of 450 child care teachers answered questionnaires based on three research variables. Data were analyzed using SEM. Results: First, child care teachers' difficulties communicating with parents had a direct effect on teacher-child interactions. That is, child care teachers who experienced more difficulties communicating with parents showed more negative teacher-child interactions. Second, child care teachers' difficulties communicating with parents had an indirect effect on teacher-child interactions through teachers' self-esteem. In other words, when child care teachers experienced more difficulties communicating with parents, their self-esteem was lower, which led to increased negative teacher-child interactions. Conclusion/Implications: This study highlights the importance of effective communication between child care teachers and parents. In addition, these findings contribute to a better understanding of the mechanism by which child care teachers' difficulties communicating with parents influence teacher-child interactions.

• 한국보육지원학회지
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• 제16권4호
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• pp.73-92
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• 2020

Objective: The purpose of this study is to examine occupational safety accidents of child care teacher and to suggest preventive measure in occupational safety health and safety for child-care teacher. Methods: We investigated laws, policy, and previous studies related occupational safety and health for child care teacher. Especially, we reviewed the legal definition of child-care teacher to identify whether Occupational Safety and Health acts cover child-care teacher. Also cross tabulation and a qualitative analysis were conducted for occupational accidents in child care centers from 2013-2018. Results: Safety and health related policies to protect child care centers have been carried out by child care Center Safety and Insurance Association and the Child Care Support Center, but it has mainly been functioned to protect children excluding child care teacher. The most occupational accidents occur in worker aged 40s. The most type of occupational accident were falling down on the floor and surface. Also we could find that there is a high risk of falls, and musculoskeletal disorders through qualitative analysis on occupational accidents cases of child-care teacher. Conclusion/Implications: We suggest to improve the system for protecting child care workers including strengthening occupational safety and health education for child care workers, expanding coverage of national project to prevent occupational accidents.

• 문화기술의 융합
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• 제9권5호
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• pp.443-452
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• 2023

유보통합 이후에 현직교사에 대한 영유아교사의 자격전환연수가 필요하다. 본 연구에서는 교사자격연수의 과목과 운영모듈에 대해 살펴보았다. 검토 결과, 보육교사 자격이 없는 유치원교사에게는 4과목 12학점이 필요하고, 보육교사 자격만 갖고 있는 교사에게는 14과목 30학점이 필요한 것으로 나타났다. 자격연수기관으로 4년제 및 전문대 유아교육과와 방송통신대학교를 제안하였다. 보육교사를 소지하지 않은 유치원 교원의 경우 직무연수를 통하여 자격전환을 할 수 있는 것으로 제안하였다.

• 한국보육지원학회지
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• 제9권3호
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• pp.95-119
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• 2013

본 연구는 예비보육교사의 보육실습에 대한 심도 깊은 연구를 위해 질적연구방법을 사용하였다. 본 연구의 결과 첫째, 실습 전 예비보육교사는 자신이 이중역할을 수행할 것으로 인식하였다. 실습지도교사와 불평등한 수직적 관계를 이루고, 아동에게는 교사와 친구의 중간자이며, 시설장은 중재자, 실습 동료는 동반자로 인식하였다. 둘째, 실습 중 예비보육교사는 삼중 역할을 수행하였으며, 실습지도교사는 보육인 양성가로서의 역할수행을 한 것으로 나타났다. 예비보육교사는 실습지도교사와 상부상조적인 상호작용, 아동에게는 교사와 친구의 중간자, 시설장은 중요한 지지자, 실습동료와 불편한 경쟁자로서의 관계를 이루고 있다. 셋째, 실습 후 예비보육교사는 만족감과 아쉬움을 가지고 있었으며, 교육과정에서 이론과 실습의 균형을 강조하였다. 본 연구는 보육실습에 실습의 주체가 되는 예비보육교사 보육실습 요구를 파악함으로써 보육실습의 질 향상을 위한 개선 방향을 제시하는 것에 의의가 있다.

• 한국생활과학회지
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• 제20권2호
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• pp.353-364
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• 2011

The purpose of this study was to examine different child care curricula according to teacher's teaching method types. The subjects of the study were three hundred and fifty-six teachers, who were divided into four groups according to their teaching method: mixed method(type A), child oriented method(type B), teacher oriented method(type C), and beliefless method(type D). The data on the duration of free play and outdoor play time, activities frequently practiced in class, and outside one the playground were collected. The dimensions of child care programs were measured using Moore(1994)'s "The Early Childhood Dimensions of Education Rating Scale". The results of this study were as follows: first, teachers who used child oriented teaching methods gave more free play time than teachers using teacher oriented or mixed teaching methods. Second, teachers using teacher oriented methods showed the closeness and teachers using child oriented methods showed the openness in child care programs. Last, the activities teachers thought were the most important differed according to the teachers' methods even though in actual practice, there was no difference shown.

• 한국보육학회지
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• 제17권2호
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• pp.159-179
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• 2017

본 연구는 경기도에 소재한 대학의 보육학과 학생들을 대상으로 핵심역량과 진로스트레스 그리고 진로포부간의 영향을 연구하였다. 구체적인 연구 결과는 다음과 같다. 첫째, 핵심역량과 진로포부 그리고 진로스트레스의 상관관계는 핵심역량이 높을수록 진로포부는 높아지고 진로스트레스는 낮아졌다. 둘째, 핵심역량과 진로포부가 진로스트레스에 미치는 영향을 중다회귀분석으로 살펴본 결과 핵심역량의 하위요인인 자질과 태도 및 능력역할과 진로포부는 진로스트레스에 유의미한 영향을 미치는 것으로 나타났다. 셋째, 핵심역량이 진로스트레스에 미치는 영향에 대한 진로포부의 매개효과를 살펴본 결과는 핵심역량이 진로스트레스에 직접적인 효과는 유의하지 않았으나 진로포부를 매개로한 간접효과는 유의하게 나타났다. 핵심역량은 진로포부를 매개로 하여 진로스트레스에 영향을 미치고 있었다. 이 결과를 바탕으로 논의 부분에서는 연구에 대한 논의 및 제한 그리고 추후연구방향을 제시하였다.