• 한국생활과학회지
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• 제19권5호
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• pp.795-803
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• 2010

This study sought to determine the mediating effect of followership in the relationship between the leadership of child care center director and empowerment as perceived by child care teachers. Data were collected from 294 child care teachers in child care centers located in four cities labeled A, B and C through a structured questionnaire. To describe data the Pearson's correlation coefficient and multiple regression analysis were computed. The level of child care center director's leadership which child care teacher perceived was 3.64 points in a scale of 5 points, child care teacher's empowerment was 3.50 points in a scale of 5 points and followership was 3.30 points in a scale of 5 points. COMMENT A positive correlations were found between leadership, empowerment and followership. Followership was shown to be a mediating variable between child care teachers' perceptions of leadership and empowerment. Furthermore, results also showed a strong relationship between the leadership of child-care center director and the child-care teachers' followership and empowerment, thus implying that the child-care teachers' followership is very important to increase the empowerment.

• 한국컴퓨터정보학회논문지
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• 제24권6호
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• pp.199-204
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• 2019

This study found out the influence of CCTV recognition and Self-efficacy on job satisfaction for 275 child care teachers working at daycare centers in Chungcheongbuk-do Province, and verified the regulation effect of Self-efficacy in the process. SPSS(Statistical Package for Social Science) 22.0 was used for data analysis. The results of the study are as follows: First, it was found that factors such as the guarantee of child's right, the guarantee of teachers' rights, and the self - efficacy were influential factors on the job satisfaction of the child care teachers. Second, it has been confirmed that the guarantee of teachers' rights and self-efficacy on the job satisfaction of child care teachers have a regulation effect. This study can be meaningful in that it provided basic data to enhance the quality of child care services by analyzing the factors of influence on the job satisfaction of child care teachers and presenting specific measures accordingly.

• 한국보육지원학회지
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• 제12권6호
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• pp.189-206
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• 2016

The purpose of this study was to analyze the mediating effect of pedagogical content knowledge of science teaching on the relations among child care teachers' burnout, science teaching anxiety, and science teaching efficacy. For this study, questionnaires were distributed to 355 teachers working at child care centers in Jollanam-do. The analysis of data was conducted with SPSS WIN 18.0. The results of this study were as follows. First, child care teachers' burnout lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' burnout on their science teaching efficacy. Second, child care teachers' science teaching anxiety lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' science teaching anxiety as an independent variable on their science teaching efficacy. These findings imply there is a need to boost pedagogical content knowledge during in-service teacher education programs.

• 한국보육지원학회지
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• 제6권2호
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• pp.39-56
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• 2010

본 연구의 목적은 보육직무능력 프로그램의 효과를 검증하는 것이다; 즉 보육시설에서 보육효능감, 교사역할수행, 교사민감성 향상을 위한 교육을 함으로써 보육효능감, 영아교사의 역할수행, 영아의 요구에 대한 교사민감성을 증진시키고자 하는 것이다. 본 연구대상은 정읍시의 44명의 영아담당 보육교사들이다. 이들은 통제집단 22명과 실험집단 22명의 교사로 나뉘어졌다. 교사들은 보육효능감, 교사역할수행, 교사 민감성을 평가하기 위해 사전-사후검사로서 질문지에 응답하였다. 본 연구결과, 보육직무능력 프로그램에 참여한 실험집단의 보육효능감, 교사역할수행, 교사민감성이 통제집단에 비해 유의하게 증진되었다. 결국, 보육효능감, 교사역할수행, 민감성을 향상시키기 위해 수행된 프로그램의 효과가 있음을 알 수 있었다.

• 대한지역사회영양학회지
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• 제18권2호
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• pp.112-124
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• 2013

This study was conducted to investigate how child-care teachers participate, practice mealtime instruction, and perceive difficulties in food service, focusing on comparison between the teachers caring two different age groups: children younger than three years (Younger Group) and those three years or older (Older Group). Questionnaires were distributed to 151 child-care centers in Kwanak-gu, Seoul, Korea during December, 2011. Only the data from 25 child-care centers, where two respective teachers in charge of Younger Group and Older Group completed the questionnaires, were analyzed. The results showed that there was no difference in terms of child-care teachers' participation in food service practice between the two groups, except for serving method; 'Pre-plated' serving was used significantly more often in Younger Group, whereas 'Line-up' serving was used in Older Group. Approximately, three quarters of the child-care centers had policies or guidelines on mealtime instruction. During mealtime, child-care teachers tended to use frequently verbal instructions such as "sit up straight when you eat" about eating manner, "don't be picky with your food" about eating habit, and "wash your hands before eating" about eating procedure in both the groups. There was no statistically significant difference regarding child-care teachers' perceived difficulties in food service between the two groups. These results indicated that child-care teachers' participation and mealtime instruction in food service did not differ between the two age groups, although children's development of digestion and eating skill differed by age. Therefore, training should be provided to child-care teachers about food service practices and mealtime instruction appropriate to children's age.

• 가정과삶의질연구
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• 제29권1호
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• pp.95-109
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• 2011

This study was intended to analyze whether there would be difference in awareness of the Evaluative Accreditation System(the administrative procedures of Evaluative Accreditation, the effect of Evaluative Accreditation, and the preferred public support types for encouraging participation in Evaluative Accreditation) between child-care directors and teachers, and among the types of child-care centers. The questionnaires were administrated to 168 child-care directors and 423 child-care teachers in Gyeonggido. Data analyses were conducted by descriptive statistics, the chi-test and the t-test. The main results were as follows. First, there was significant difference in awareness of the administrative procedures of Evaluative Accreditation among the types of child-care centers. Second, there was difference in awareness of the effect of Evaluative Accreditation on child-care service areas between child-care center directors and teachers, and among the types of child-care centers in terms of child-care services. Third, in terms of the preferred public support for the encouragement of participation in Evaluative Accreditation, there was difference between child-care center directors and teachers, and among the types of child-care centers.

• 한국보육지원학회지
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• 제19권5호
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• pp.1-20
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• 2023

Objective: The purpose of the present study was to examine the associations between affective commitment, social support, and life satisfaction among child care teachers. Methods: One hundred fifty-four child care teachers in the metropolitan area of Seoul completed a questionnaire on affective commitment, social support, and life satisfaction. Descriptive statistics, correlation analyses, hierarchical multiple regression analyses using the bootstrapping method were conducted. Results: The results showed that affective commitment predicted increased life satisfaction. The results also revealed significant moderation effects of social support on the relationship between affective commitment and life satisfaction. Further analyses revealed significant moderation effects of support from directors and colleagues on the relationship. Conclusion/Implications: The findings highlight the importance of affective commitment in enhancing life satisfaction among child care teachers. The positive association is more pronounced among child care teachers who perceive social support, highlighting the supportive roles of directors and colleagues in enhancing life satisfaction among child care teachers.

• 한국보육지원학회지
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• 제16권5호
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• pp.173-200
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• 2020

Objective: The goal of this study was to explore the implementation status of positive behavior support(PBS) for child care and education teachers and special education teachers at inclusive settings, and to investigate support needs of both teachers for improving the implementation of PBS. Methods: This study made up 405 surveys for child care and education teachers and special education teachers in 45 inclusive settings from July to August in 2019. A total of 244 surveys(60.2%) were completed and returned. Results: Special education teachers were statistically higher than child care and education teachers in the implementation of the center based level 1, the small group based level 2, and the individual based level 3 of PBS. In open-ended responses, when implementing PBS, the two groups of teachers had difficulties in getting knowledge about how to instruct preschoolers and implementing PBS. Both groups of teachers wanted the education and the training opportunities for PBS at first, and to 'reduce the teacher-to-child ratio'in the public support system. Conclusion/Implications: Based on the results, suggestions were discussed on how to improve the implementations of PBS of child care and education teachers and special education teachers at inclusive settings.

• 산업융합연구
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• 제10권1호
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• pp.13-26
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• 2012

The Purpose of this study was to review the theoretical background of burnout in child care teachers organization. Personal factors, Organizational factors, social factors and the factors affecting burnout I examined. The results of this study were as follows. First, Child care teachers need to be burnout to participate in Prevention programs. Second, child care teacher is required to ensure proper staffing, improved working environment through compliance with statutory working hours. Third, Various institutional arrangements required to control the variables affecting child care teachers. Fourth, Child care teacher's role to prevent excessive strategy is needed.

• 한국보육지원학회지
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• 제16권3호
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• pp.19-37
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• 2020

Objective: The purpose of this study was to examine how job stress, coping style, and social support were associated with quality of life among child care teachers. Methods: The participants were comprised of 281 child care teachers in the metropolitan area of Seoul. Job stress, problem-focused coping style, social support, and quality of life were assessed by a teacher-reported questionnaire. Results: Correlation and regression analyses revealed that while job stress predicted lower quality of life, having problem-focused coping style and family support enhanced quality of life among child care teachers. Furthermore, results showed significant moderation effects of support from directors at child care centers on the relationship between job stress and quality of life among child care teachers. Conclusion/Implications: The findings suggest the important role of problem-focused coping styles and family support in enhancing quality of life. Moreover, support from directors at child care centers appeared to buffer the effects of job stress on quality of life among child care teachers. Results were discussed in terms of their implications for educational and counseling programs for child care teachers.