• Journal of Korean Public Health Nursing
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• v.33 no.1
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• pp.123-135
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• 2019

Purpose: The purpose of this study was to identify the factors of the health promotion behavior of child care center teachers. Methods: This study conducted a survey of 200 child day care center teachers in Seoul from January to February, 2017. This study examined the actual condition of health promotion behavior, perceived health status and the determinants of health promotion behavior of child care center teachers. Results: The factors affecting the health promotion behaviors of the child care teachers were age, working time, perceived benefit, barrier, and social support. Conclusion: These findings suggest that it is necessary to develop and apply a health promotion program for child care teachers.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.63-85
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• 2018

Objective: The goal of this study is to examine child care center teachers'awareness of parents through a metaphor analysis. Methods: Metaphorical expressions and reason-statements were collected from 276 teachers. Metaphor analysis was used through categorizing and assorting by meanings. Results: The teachers' metaphorical image expressions of parents were analyzed by using 13 metaphorical expression words and 3 categories which included, influence on teacher's attitudes, parent-teacher relationships, and parents' attitudes. Metaphorical image expressions that had a high ratio were 'a companion' and 'a client.' First, child care center teachers had images of parents that parents provide courageous energy to them, and images of clients who demand service instead of being parents. Second, child care center teachers had images of parents that parents cooperate with teachers for the sake of their children. Third, child care teachers had images of parents that parents need help with their children. Conclusion/Implications: This study suggests that teachers will be able to positively correct their awareness of cooperative parent-teacher relationships by reviewing their metaphorical expressions of parental images.

• Journal of Korean Public Health Nursing
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• v.34 no.1
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• pp.99-111
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• 2020

Purpose: This study was conducted to verify model for predicting health promotion behavior and the health status of child care teachers based on Pender's health promotion model and Dahlgren and Whitehead's health determinants model. Methods: The data was collected from January to February 2018 from 205 child care teachers in day care centers in Seoul. Results: This model was suitable to explain the health status and health promotion behavior of child care teachers. In this study, health promotion behavior had the most direct affect on the health status of child care teachers. Health promotion behavior was directly affected by social support, self-efficacy, and depression. Job stress had an indirect affect on health promotion behavior. Conclusion: Considering the factors identified in this study that influence the health promotion behavior of child care teachers, we propose the development of interventions to improve the health status of child care teachers.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.205-221
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• 2011

This study purposed to examine the interaction effects of child care teachers' child care efficacy and burnout on their job turnover intention and occupational turnover intention. For this purpose, we conducted a questionnaire survey with 251 child care teachers. The results of this study are summarized as follows. First, child care teachers' occupational turnover intention was stronger than their job turnover intention. Second, job turnover intention to another child care facility was affected by burnout, but occupational turnover intention to another job was affected by high burnout, low child care efficacy, and interaction between the two factors. With regard to the interaction effects, child care teachers with high burnout were found to control their occupational turnover intention through child care efficacy. Accordingly, in order to prevent child care teachers' job turnover and occupational turnover, it is necessary to develop strategies to reduce their burnout experienced in child care activities and enhance their child care efficacy.

• The Korean Journal of Community Living Science
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• v.19 no.4
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• pp.597-609
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• 2008

The purpose of this study was to examine the effects of stress on child care teachers' with relation to job turnover, occupational turnover and the moderating role of personal accomplishment. The subjects were 153 child care teachers in Gyeonggi-Do. Data was analyzed through Pearson's correlation, multiple regressions using the SPSS12.0. This study showed that work overload and administrative problems in child care centers were significant predictors of a teachers' intention to change their job. Also, the stresses of human relations such as with children or co-workers were significant predictors of a child care teachers' intention to change occupation. Personal accomplishment was suggested to reduce the negative results of work overload and stress.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.271-283
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• 2008

The purpose of the study was to assess the knowledge of infant development of child care teachers, undergraduate students majoring in child development at universities, and the students at child care training centers. A questionnaire was distributed to 126 in-service and 187 pre-service child care teachers. Data were analyzed by t-test, F-test, Correlation. The results showed that the mean scores of subjects on the Knowledge of Infant Development Inventory (KIDI) were relatively low. Among the 3 groups of subjects, child care teachers had the lowest scores on the KIDI. There were individual differences in the knowledge of infant development by school year, the length of work experience, marital status, age of child, attendance at in-service training events, and kind of license.

• Korean Journal of Child Studies
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• v.33 no.3
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• pp.63-81
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• 2012

This study aims to investigate any differences which exist in the early adaptation of infants at child care center according to the characteristics of the infants themselves, their mothers and their child care teachers. The subjects consisted of the infants themselves, their mothers, and teachers at 11 child care centers in Chung-nam and Daejeon cities. Data were collected by means of the PAQ (The Preschool Adjustment Questionnaire) and questionnaires regarding the rearing attitudes of the mothers. For the purpose of data analysis, a T-test and one-way ANOVA were used. The results were as follows. First, there were significant differences in terms of the early adaptation of infants according to their ages and their length of experience in child care centers. Second, there were no significant differences in the early adaptation of infants according to the child rearing attitudes of the mothers and between unemployed mothers and the employed mothers. Third, there were significant differences in the early adaptation of infants according to the child care teachers' level of career experience and their ages.

• Journal of Korean Public Health Nursing
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• v.37 no.1
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• pp.43-53
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• 2023

Purpose: This study aims to identify the factors influencing the depression of teachers in child day care centers. Methods: The study 181 teachers working at national/public or child day care centers certified by Seoul Metropolitan government in Seoul, South Korea. Data from September to October 2021, and emotional labor, job stress, ego resilience, stress resilience, and depression. Data were analyzed using t-test, ANOVA, Pearson's correlation coefficients, and stepwise multiple regression. Results: The average depression of child day care center's teachers 8.52±7.58 out of 60 points, and the depression group (above 21 points) was 9.4%. Depression in child day care center's teachers was positively correlated with job stress (r=.42, p<.001) and negatively correlated with ego resilience and stress resilience (r=-.55, p<.001). Factors affecting depression of child day care center's teachers were found to be job stress (p=0.005), ego resilience (p<.001), stress resilience (p=0.031) and the explanatory power of these variables was 39%. Conclusion: Results of this study indicate that in the future development of depression intervention programs for teachers of child day care centers, it is necessary to include measures that reduce job stress and strengthen ego resilience and stress resilience.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.31-46
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• 2019

Objective: This research draws synthesized and objected results regarding the factors that influence burnout of child care teachers. The purpose for this is to understand in-depth of the burnout child care teachers experience at site through understanding their experience in depth. Methods: A mix research method including meta-analysis and in-depth interview was proceeded. Results: The main factor of burnout of the child care teacher is structural characteristics factor. Also through in-depth interview 13 main subjects and 28 detailed subject were found in the factors that affect burnout of child care teachers. Most factors which were meaningful results from the meta-analysis were re-confirmed through the in-depth interview. Out of those, the most effective sub-factor showed psychological factor of self-esteem. Conclusion/Implications: Based on these results, we have suggested child care environment unification, training education process for child care teachers, reinforcement of qualification standard, and accreditation system in order to enhance qualitative child care service and reduce exhaustion of child care teachers.

• Korean Journal of Human Ecology
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• v.20 no.3
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• pp.561-582
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• 2011

The purpose of this study was to investigate the current status of pre-service curriculums for child care teachers at universities and colleges in Korea. To accomplish this, a survey was implemented to gather the lists of courses from each department training pre-service child care teachers. A total of 225 departments at universities and colleges across Korea participated in the survey. The results showed that the 37 different courses offered for child-care teacher licensure were different by school type (university or college) and major. Departments in colleges with specific majors such as early childhood education and social welfare offer courses that are also required for other certificates, including kindergarten teachers or social workers, so pre-service child care teachers may not have the opportunity to take courses specifically designed for their specific teaching needs or interests. Accordingly, there may be a restricted number of courses from which to choose during pre-service training periods. Based on the findings from this study, several political implications for improving child-care teacher professionalism were suggested.