• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.202-210
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• 2021

The purpose of this study is to analyze the mediating effect of job-stress in relation to the leadership competency and job-satisfaction of the childcare center principal. This study was to conducted using questionnaires on 212 childcare center principals located in G city and collected data were analyzed using SPSS/PC 21.0. The study results were as follows. First, leadership competency of the childcare center principal showed higher than average degree and job-satisfaction and job-stress showed average degree. Second, there were statistically significant positive correlation between the leadership competency and job-satisfaction of the childcare center principal. And job-stress showed statistically significant negative correlation with leadership competency and job-satisfaction of the childcare center principal. Third, the leadership competency of the childcare center principal affects job satisfaction, and job stress has a partial mediating effect between leadership competency an job satisfaction. For the successful operation of the childcare center, it is necessary to find a variety of policy and institutional measures to reduce job stress of principal of childcare center and increase job satisfaction to demonstrate positive leadership competency.

• Korean Journal of Childcare and Education
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• v.18 no.1
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• pp.51-70
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• 2022

Objective: In order to promote the rights of childcare teachers, there is a need to identify problems and demands about the rights of childcare teachers. Therefore, this study sought to examine the perception of childcare teachers' rights in order to identify the concepts of teacher rights. Methods: This study used the concept mapping method to identify the concepts of childcare teachers' teacher rights and interpreted these concepts utilizing the multi-dimension analysis method. Results: As a result of interviews from eight childcare teachers, 37 statements were derived. The result of similarities evaluated by 28 childcare teachers showed that 37 statements about teachers' rights consisted of two dimensions and four clusters (direct-indirect and indoor-outdoor of day-care center). Conclusion/Implications: This study suggested that direct and indirect efforts are needed to enhance the rights of childcare teachers and that change is necessary not only within daycare centers such as the principal but that change is also necessary outside daycare centers such as at government agencies in relation to daycare teachers's rights.

• Korean Journal of Childcare and Education
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• v.6 no.2
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• pp.17-37
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• 2010

The purpose of this study is to understand principals' difficulties in opening procedure of employer-supported childcare center. Participants of this study were 5 principals of employer-supported childcare center. This study was carried out as a qualitative study with several in-depth interviews in group and individually. The results of this study were as follows: Principals of employer-supported childcare center have hard time 1) due to the lack of understanding of the person in charge about the distinctive nature of childcare center 2) in the relationship with consignee 3) due to collective demands of parents 4) because of the complex administration system 5) because of operation applied to the characteristics of the consigner.

• Journal of Families and Better Life
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• v.28 no.5
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• pp.89-100
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• 2010

The purpose of this study was to develop a "Korean Childcare Teacher's Job Satisfaction Scale"(KCTJSS) and to evaluate its reliability and validity. KCTJSS was 72 items and 6 point Likert scale. Participants consisted of 211 childcare teachers by purposive sampling. Results were as follows: First, Exploratory factor analysis resulted in 40 items composed of 6 factors : The principal's childcare center operation system, working environments and welfare, social recognition, amount of work and time management, relationships with co-workers, relationships with parents. Second, the confirmatory factor analysis supported a 6 factor structure. Third, Criterion-related validity was confirmed by significant correlations of the present scale with Early Childhood Job Satisfaction Survey(Jorde-Bloom, 1989). Fourth, the reliability of factors using Cronbach's ${\alpha}$ appeared high, ranging from .83 to .93.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.43-60
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• 2011

The purpose of this study is to investigate the principals' and teachers' assessment about the assistance program for the evaluative accreditation of child care centers. Subjects were 138 teachers and principal who work in private(family) child care center in D and G city. An instrument to survey of this study was 'Assistance Program Evaluation Scale for the Evaluative Accreditation of Child Care Centers'(Nam, 2010) and 'Self-Assessment of Developmental Levels for Kindergarten Teacher'(Baek & Jo, 2004). Data were analyzed by paired t-test and ANOVA With SPSS 18.0 Version. The results of this study were as follows: First, there were significant differences in the both 'assistance system category' and 'assistance content category' between child care teacher group and principal group. Second, there were significant differences in the 'assistance content category' between the high group and the low group in expertise level. Third, significant differences were found to exist between a second-grade certificate level of child care teacher and a first-grade certificate level of child care teacher in terms of 'assistance domain'.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.285-309
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• 2013

The purpose of this study was to examine the courage of infant & toddler teachers during their care for infants and toddlers in an effort to shed light on the courage of teachers, which has been overlooked so far. It's specifically meant to raise awareness of the necessity of courage as one of virtues that teachers should have to provide quality care. The subjects in this study were four selected infant & toddler teachers at a childcare center. Data were gathered during a 12-week period of time from June to August, 2012, by having in-depth interviews with the teachers. After the collected data were analyzed, the courage that teachers had was categorized into three: being unsparing of oneself, acting according to conscience and sticking to principles, and raising and caring. As for the first, they didn't spare themselves even though there was a danger of physical harm or death. Regarding the second, they held fast to their principles even when it's against the will of the principal and parents, and continued to modify the principles by looking back on themselves. Concerning the third, they did their utmost while they provided toilet training. In the future, the characteristics of courage that infant & toddler teachers should have to take good care of infants and toddlers should be investigated, and courage should be taken seriously as one of virtues. Besides, how to help teachers keep their courage up should carefully be considered.

• Korean Journal of Childcare and Education
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• v.8 no.4
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• pp.185-206
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• 2012

The purpose of this study was to investigate the general tendency of styles for handl ing conflict and organizational effectiveness perceived by head teachers in child-care centers, and the relationship between head teacher's styles for handling conflict and organizational effectiveness. A total of 194 child-care head teachers who work in the Busan and Gyeongnam area responded to the questionnaire. The main results of the study were as follows; First, among the styles for handling conflict, the head teacher s used the most obliging type toward their principal, and also used the most integrati ng type toward colleague teachers. The head teachers perceived moderate or higher level of organizational effectiveness in child-care centers, and there were partial diffe rences in styles for handling conflict and organizational effectiveness depending on ag e, academic achievement, career of head teachers and facility type. Finally, it was fou nd that organizational effectiveness of child-care center were positively correlated wit h integrating type, dominating type and compromising type among all styles for hand ling conflict which head teachers adopted, but was negatively correlated with avoidin g type. Particularly, it was found that the head teacher's styles for handling conflict having most significant effects on organizational effectiveness were avoiding type to ward their principal and integrating type toward colleague teachers.