• Korean Journal of Child Studies
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• v.25 no.6
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• pp.225-240
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• 2004

Subjects were 15 teachers and 143 children at 15 child-care centers in Seoul that varied by quality of care. The Child Care Program Observation Scale(Rhee et at., 2003) was employed to observe the quality of the centers. Information on teachers' participation in play was collected by 20 units of observation for each teacher using a rating scale developed by the author. Children's behaviors were observed with time sampling method in 12 categories of play behaviors based on Social and Cognitive Play Scales(Rubin et al., 1978). Children's play behaviors varied by quality of child-care centers and teachers' participation in play. When child-care quality was high, teachers' participated actively in children's play and children showed developmentally appropriate play behaviors.

• Journal of Families and Better Life
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• v.29 no.1
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• pp.111-126
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• 2011

The aim of the present study was to compare child care center directors and teachers' recognition of criteria for class placements, specifically for children who were born in January or February, children's ability, and for mixed-age classes. The subjects were 398 center directors and 383 teachers in Seoul, Gyeonggi-do, Jeolla-do, Gangwon-do, Choongcheong-do and Gyeongsang-do. Data were analyzed by SPSS 12.0 and the t-test and Chi-square test were used. The results were as follows: (1) Most child care center directors and teachers believed that children born in January or February should share a classroom with classmates of the same age. (2) Most child care center directors and teachers believed that regardless of a child's ability, it was desirable for the child to be in a class with classmates of the same age. (3) Child care center directors thought that the current criteria for teacher-child ratios within a mixed-age classroom were acceptable but should be lowered if the child care center was not experiencing financial problems. Meanwhile, most of the teachers thought that lower teacher-child ratios within a mixed-age classroom was desirable.

• Korean Journal of Child Studies
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• v.26 no.1
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• pp.359-373
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• 2005

This study examined the child care teachers' job satisfaction in relation to their self-esteem and the differences in their job satisfaction by demographic variables. Subjects were 285 child care teachers in Chungnam province. The instruments were 'Teachers' Job Satisfaction Scale' and 'Rosenberg Self-Esteem Scale'. The collected data were analyzed by one-way ANOVA, Pearson's correlation, stepwise multiple regression(forward), Duncan test for a post hoc test, Cronbach's a for reliability, and factor analysis by SPSS PC program(10.0 version). The results were as follows; first, child care teachers' job satisfaction and self-esteem were above average. Second, child care teachers' total job satisfaction was high in high school graduation and married status and their self-esteem was high in over 5 years career, married status, and over 40 years old. Third, the correlation coefficient was -.29 in relation of teacher's job satisfaction and self-esteem. Finally, teachers' self-esteem and demographic variables explained about 622%.

• Korean Journal of Human Ecology
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• v.20 no.2
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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.

• The Korean Journal of Community Living Science
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• v.28 no.3
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• pp.447-460
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• 2017

The purpose of this study was to investigate the relationships of early childhood teachers' communication ability, teacher efficacy, and organizational effectiveness of child care centers. The subjects of this study were 397 teachers working at child care centers. The results of this study were as follows. First, differences in the organization effectiveness of child care centers were detected according to teachers' age, career, type of child care center where they were affiliated, and marriage status. Second, the relative effects of the teachers' communication ability and teacher efficacy on the organizational effectiveness of early-childhood educational institutions differed significantly according to each sub-factor; teachers' communication ability's sub-factors - response, analysis, and evaluation - and teacher efficacy's sub-factors - general efficacy and personal efficacy - had partial effects on the organizational effectiveness of child care centers. Of these, personal efficacy had the greatest effects on all sub-factors of organizational effectiveness. This study is significant since it identifies the variables that could affect the organizational effectiveness of child care centers.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.129-148
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• 2018

Objective: This study examined the effects of social support and resilience on life satisfaction of child care teachers. Methods: This study was conducted by sampling 162 child care teachers who participated in job training courses in the Gyeongsangbuk-do region. Three kinds of variables, which included social support, resilience, and life satisfaction were measured. The collected data were analyzed using PASW 18.0 program for windows. Results: First, social support, resilience, and life satisfaction of the child care teachers were generally above normal. The resilience subscale showed the highest score in 'affirmative', followed by 'interpersonal ability', 'self-control ability'. And the 'support of colleagues' was higher than 'support of superior' in the social support's subscale. Next, there were no significant differences in social support by child care teachers' background, but there were significant differences in resilience and life satisfaction of child care teachers' according to their working center types and academic levels. Second, life satisfaction was positively correlated with social support, and resilience. The 'affirmative', 'support of superior' variables were factors that predicted life satisfaction. Conclusion/Implications: We suggested ways to increase the life satisfaction of child care teachers through the 'affirmative' and 'support of superior' variables.

• Korean Journal of Human Ecology
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• v.15 no.5
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• pp.719-727
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• 2006

The purpose of this study is to examine the job satisfaction and the job stress of British child care teachers. Respondents, including childminders, were 137 British child care teachers who worked in nursery school, day nursery, creche, and playgroup. In the survey on the job satisfaction of British child care teachers, they were asked to answer two items. In the survey on their job stress level, they were required to rate their job-related stress levels on a 5 point scale of 'Job Stress scale' by Davis et al(2003). The results indicated: firstly, the British child care teachers are much satisfied with their job and have the low level of job stress. Secondly, their job satisfaction depends on who runs the child care facilities, what position they have in the centers, how long they work for child care, what qualifications they have. The levels of their job stress depend significantly on their present position in the centers. Thirdly, the job satisfaction of British child care teachers is explained about 27%, is related to their performing of daily routine, their age, the management of child care centers and qualifications of the teachers.

• The Korean Journal of Community Living Science
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• v.12 no.2
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• pp.15-32
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• 2001

This research was performed to examine the ratio of blindness to the child care environment and compare the evaluation of it among principals, teachers and mothers. Data were collected from questionnaires completed by respondents of this research were 37 principals, 37 teachers and 261 mothers of infants and toddlers at child care centers in Incheon, Korea. Cross tabulation, one-way ANOVA and Duncan's Multiple Range Test were utilized to analyze the data. In almost all of the items about the child care environment, mothers showed higher degrees of blindness than principals and teachers. In most of the items, mothers'evaluations were higher than those of principals and teachers. As a result, the researchers recognize a pressing need far programs far parents to improve the quality of child care.

• Korean Journal of Human Ecology
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• v.17 no.4
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• pp.589-600
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• 2008

The purpose of the present study was to examine the factors on child care teachers' burnout. For this purpose, degrees of child care teachers' overall burnout, job satisfaction, and job environments were examined. Also, child care teachers' burnout was examined depending on their personal factors, job satisfaction, and job environment. Finally, the relative power of the three factors were examined. A survey was administered to 184 child care teachers in Seoul and Kyonggi areas to investigate their degrees of burnout, job satisfaction, and job environment. Maslach Burnout Inventory(Maslach and Jackson, 1986) and questionnaires on job satisfaction and job environmen were used. Data were analyzed with descriptive statistics and multiple regression using SPSS+12 version. Major findings are as follows: Child care teacher's overall degrees of burnout is not so high and different on their personal factors such as age, educational level, and career, and job satisfaction and job environment. The most powerful factor on their burnout was their demographic factors.

• Journal of the Korean Home Economics Association
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• v.48 no.7
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• pp.23-32
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• 2010

The purpose of the present study was to examine the child care teacher's ego-resilience, emotional labor, and personal characteristics on their burnout. It was expected that the child care teachers would feel less burnout if they have higher ego-resilience and lower emotional labor compared to those with lower ego-resilience and higher emotional labor. A survey was administered to 218 child care teachers in Seoul area using Maslach Burnout Inventory, California Personality Inventory, and Emotional Labor Scale. Data were analyzed with descriptive statistics and multiple regression using SPSS PC program(12.0 version). Major findings were as follows: First, child care teachers' burnout was not so high. Second, teacher's burnout was different depending on their personal factors such as age, marriage, and income. Last, child care teachers' burnout was explained by their emotional labor and egoresilience.