• Journal of Family Relations
• /
• v.21 no.4
• /
• pp.99-117
• /
• 2017

Objectives: The purpose of this study is investigate the influences of childhood abuse experience, discipline styles and social support on childcare efficacy according to socio-demographic backgrounds of childcare teachers. Method: For this study's purpose, 200 childcare teachers working at children's schools in J city were surveyed and analyzed for child abuse experience, discipline styles, social support and childcare efficacy. Frequency analysis, t-test, ANOVA and multiple regression analysis were used as study methods. Results: The results of this study are as follows. First, there were statistically significant differences in childhood abuse experiences according to the general characteristics of childcare teachers in the sub-domain of occupational position and marriage status. Second, childcare efficacy and social support were positively correlated, and discipline styles and childcare efficacy were negatively correlated, but there was no correlation between social support and abuse experience. Third, general teaching efficacy regarding childcare efficacy showed a statistical influence of physical abuse, which is a sub-variable of childhood abuse experience. The general efficacy of teaching showed a statistically significant influence on logical discipline and coercive discipline, which are sub-variables of discipline methods. The general teaching efficacy in terms of childcare efficacy showed a statistically significant influence in the family variable which is a sub-variable of social support. The personal teaching efficacy within childcare efficacy showed a statistically significant influence in the logical discipline, a sub-variable of physical abuse, and disciple styles, a sub-variable of childhood abuse experience. Conclusion: From these findings, childcare teachers' childhood abuse experience was a factor affecting childcare efficacy in discipline, social support, and sub-variables. Therefore, it is necessary to remedy the effects of childhood abuse experience, encourage appropriate discipline styles, and to encourage social support in order to improve the childcare efficacy among childcare teachers.

• Korean Journal of Childcare and Education
• /
• v.14 no.5
• /
• pp.137-152
• /
• 2018

Objective: The purpose of this study is to examine the effect of the childcare environment on childcare efficacy of childcare teachers. Methods: The participants in the study were 274 childcare teachers working at childcare centers. The childcare environment was divided into physical environment and the work support environment. Results: The results of this study are as follows. First, there was a significant difference in childcare efficacy depending on the age and career of the childcare teacher. Second, the childcare environment of the childcare center showed a static correlation with the childcare efficacy of the childcare teacher in both the physical environment and the work support environment. Third, the physical environment of the day care center had an affect on child care efficacy. Among the subfactors, furniture for routine care, play and learning had a significant impact. Fourth, the work support environment of the childcare center had an affect on childcare efficacy of the childcare teacher. Among the subfactors, staff interaction and cooperation, and opportunities for professional growth had a significant impact. Conclusion/Implications: In order to enhance childcare efficacy of childcare teachers, a high quality childcare environment should be established.

• Korean Journal of Childcare and Education
• /
• v.20 no.1
• /
• pp.21-37
• /
• 2024

Objective: This study explores the correlation between adult attachment, empathy, and teacher efficacy among childcare teachers. Additionally, it analyzes the mediating effect of empathy on the relationship between adult attachment and teacher efficacy. Methods: The survey, conducted from July to August 2023, involved 198 childcare teachers as participants. Data Analysis was performed using SPSS 23.0 and the Process Macro. Results: First, a significant correlation was identified between childcare teachers' adult attachment (avoidance) and empathy, as well as between adult attachment (avoidance) and teacher efficacy among childcare teachers. Second, the study observed a partial mediating effect of empathy in the relationship between adult attachment (avoidance) and teacher efficacy. In essence, this research confirmed both the direct effect of avoidance attachment in childcare teachers on teacher efficacy and the indirect effect mediated by empathy. Conclusion/Implications: This research affirms the impact of adult attachment and empathy on teacher efficacy among childcare teachers, discussing implications for future training and development.

• Journal of the East Asian Society of Dietary Life
• /
• v.21 no.1
• /
• pp.14-23
• /
• 2011

The purpose of this study was to develope nutritional teaching materials and programs for childcare major students by determining interrelations between nutritional knowledge, dietary habits and dietary self-efficacy. Out of 400 questionnaires distributed to the students majoring in childcare in Daegu, 354 were analyzed by SPSS WIN 12.0 program. The results were summarized as follows. Childcare major students' distributions of nutritional knowledge, dietary habits and dietary self-efficacy were approximately all middle levels. Nutritional knowledge scores were influenced by age and self-assessment of health. Childcare major students' dietary habits were influenced by age, the degree of satisfaction of diet, and the degree of interest in diet. Dietary self-efficacy of childcare major students was influenced by gender, satisfaction of diet, whether or not they were on a diet, recognition of the need for nutritional knowledge, and the degree of interest in diet. Nutritional knowledge and dietary habits were positively correlated with dietary self-efficacy of childcare major students. In short, childcare major students with higher nutritional knowledge scores had higher dietary self-efficacy. Further, childcare major students who had a regular diet and balanced dietary habits had stronger dietary self-efficacy.

• Korean Journal of Childcare and Education
• /
• v.16 no.2
• /
• pp.141-160
• /
• 2020

Objective: The purpose of this study was to investigate structural relationships among variables related to pre-service childcare teachers' teaching efficacy. Methods: The participants in this study were 408 students in the department of child studies. The students completed questionnaires assessing pre-service childcare teachers' teaching efficacy, social support, self-esteem, and satisfaction level for childcare practicum. Statistical methods for the data analysis were the SPSS 19.0 and AMOS 20.0. And the Maximum likelihood estimation method was used to model fit. Goodness of fit was evaluated using the SRMR, RMSEA and its 90% confidence interval, CFI, and TLI. Results: First, pre-service childcare teachers' social support, self-esteem and satisfaction level for childcare practicum were found to affect their teaching efficacy directly. Also pre-service childcare teachers' social support was found to affect their self-esteem and satisfaction level for childcare practicum directly. Conclusion/Implications: This study is theoretically meaningful in that it shows that high social support, self-esteem, and satisfaction level for childcare practicum can be the main factors that can increase the effectiveness of pre-service childcare teachers' teaching efficacy.

• Journal of the Korean Home Economics Association
• /
• v.46 no.5
• /
• pp.73-86
• /
• 2008

The purpose of this study was to investigate the effect of teachers' self-efficacy and teacher-child relationship on young children's adaptation to childcare centers, and to examine the interaction effects of teachers' self-efficacy and teacher-child relationship on young children's adjustment to childcare centers. The subjects of this study were 360, three- to four-year-old who attended childcare centers located in Chungbuk province and their 72 teachers. The results of this research indicated that the main effect of teachers' self-efficacy and the main effects of familiarity and conflicts between teachers and children on young children's adjustment to childcare centers were significant. The interaction effects of teachers' general efficacy and conflicts or familiarity between teachers and children on young children's adjustment to childcare centers were also significant.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.5
• /
• pp.199-206
• /
• 2018

The study objective was to understand the effects of self-efficacy and occupational value on the major satisfaction of pre-service childcare teachers. A questionnaire survey was conducted targeting 281 pre-service childcare teachers in A city. In the study results, first, pre-service childcare teachers highly perceived the self-regulatory efficacy and confidence of self-efficacy, the intrinsic value of occupational value, and the general satisfaction and perception satisfaction of major satisfaction. Second, there were statistically significant correlations between self-efficacy, occupational value, and major satisfaction of pre-service childcare teachers. Third, the self-efficacy and occupational value of pre-service childcare teachers had positive effects on the major satisfaction. Based on these study results, there should be more diverse research for the formation of proper self-efficacy and correct occupational value, so that students majoring in childcare could perceive the importance of major satisfaction and also perform their childcare jobs with high-quality.

• Human Ecology Research
• /
• v.51 no.6
• /
• pp.573-581
• /
• 2013

This study examined the relationship among supervision behaviors, self-efficacy, and job stress of childcare teachers for infants. This study also investigated whether the childcare teachers' supervision behaviors affected self-efficacy and job stress and whether their self-efficacy acted as a mediating effects on job stress and supervisory behaviors. The participants were 292 childcare teachers for infants in Seoul and Gyeonggi-do. The instruments utilized were the parent supervision attributes scale, Korean occupational stress scale, and teacher self-efficacy scale. The data analyzed by means of Pearson's correlation coefficients and hierarchical regression analysis. A hierarchical multiple regression analysis, Which Baron & Kenny first proposed, was conducted. The significance of the mediation effect was verified by the Sobel test. The results were as follows: First, the childcare teachers' supervision behaviors had a positive correlation with the teachers' self-efficacy, while the teachers' supervision behaviors and self-efficacy had a negative correlation with job stress. Second, job stress appeared to have a negative on supervision behaviors. Self-efficacy appeared to have a positive effect on supervision behaviors. Third, the mediating effect of self-efficacy was verified in the relationship between supervision behaviors and job stress. The more self-efficacy the childcare teachers had, the more supervision behaviors they performed. The greater their self-efficacy, the more the childcare teachers were able to control job stress. Therefore, by enhancing the self-efficacy of childcare teachers, their level of supervision behaviors should increase and their level of job stress should decrease.

• International Journal of Advanced Culture Technology
• /
• v.7 no.1
• /
• pp.58-63
• /
• 2019

The purpose of the study was to examine the moderating effect of childcare teachers' role conflict on the relationship between their professionalism perception and teaching. The subjects were 365 childcare teachers who had children. They were asked to complete the survey on professionalism perception, role conflict in women, and teacher efficacy along with their background information. The collected data were analyzed using SPSS version 24.0 software. Descriptive, Pearson's correlation analyses, and a hierarchical regression analysis were conducted. As results, first, the childcare teachers with high professionalism perception showed high teacher efficacy, and the childcare teachers with high role conflict showed low teacher efficacy. Second, there was the moderating effect of role conflict on the relationship between professionalism perception and teacher efficacy.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.10
• /
• pp.6779-6787
• /
• 2015

The objective of this study is understand the influence of the teaching ethics of preservice childcare teachers on teacher efficacy and professionalism awareness. In order to achieve the study objective, the questionnaires were distributed to 285 preservice childcare teachers in A city. In the results of the study, first, regarding the teaching ethics perceived by preservice childcare teachers, 'the ethics of infants' were the most highly perceived while the 'teaching strategy' on teacher efficacy, and 'social service' and 'professional ethics' on professionalism awareness were the most highly perceived. Second, preservice childcare teachers' teaching ethics, teacher efficacy, and professionalism awareness had statistically significant correlations. Third, preservice childcare teachers' teaching ethics had positive influence on teacher efficacy and professionalism awareness. Based on the results of this study, in order to improve the quality of the childcare service after understanding the importance of preservice childcare teachers' teaching ethics, it would be necessary to have various researches on the internal stability of the systematic education for childcare teachers to have teacher efficacy and professionalism awareness.