• Journal of Families and Better Life
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• v.28 no.4
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• pp.29-42
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• 2010

This study examined the effects of ego-resilience and directors' and fellow teachers' social support on childcare teachers' job stress. The participants were 323 childcare teachers in Chung nam Province and Daejeon Metropolitan City. The research instruments were Job Stress Scale by Cho(2004), Ego-resilience Scale by Park(1996) with CPI and CAQ correction, and Social Support Scale by Park(1985). Collected data were analysed by t-test, F test and Scheff$\acute{e}$ test for post hoc test, Pearson's productive correlation and stepwise multiple regression, and Cronbach's $\alpha$ for reliability by SPSS PC program (17.0 version). The results were as follows: First, the childcare teachers' job stress level was low (M=2.51, SD=.63), while ego-resilience level and social support level of directors and fellow teachers (M=3.68, SD=.58; M=3.62, SD=.94; M=3.83, SD=.69, respectively) were above the average. Second, there were significant differences between different levels of ego-resilience and of social support from directors and fellow teachers. Last, directors' social support and childcare teachers' optimistic attitude of ego-resilience were the most dominant variables that affected childcare teachers' job stress level(R2=38.3% for total score of childcare teachers' job stress).

• Journal of Families and Better Life
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• v.32 no.5
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• pp.107-123
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• 2014

The purpose of this study is to investigate the opinions of teachers, directors, and parents about childcare teachers' facial expression language. We performed in-depth interviews based on literature and previous studies, which consisted of ten childcare teachers, ten directors, and ten parents. From the in-depth interviews, we are able to mainly conclude that all groups think that a childcare teacher's facial expression language is very important, and strongly influences interpersonal problems and work performance. Mostly, childcare teachers aim to have pleasant facial expressions. However they complain that in some situations it is difficult to do so, which causes severe stress. They argued that the facial expressions of both the director of the childcare center and the parents are also very important for children. However, the directors thought that teachers' facial expressions affect children and their parents' impressions of the teachers and quality of childcare. The parents are usually highly satisfied with the childcare when the teacher has a pleasant facial expression, which motivates the parents to have a positive impression of the teacher. Taken together, childcare teachers' facial expression language is critical for children and the childcare environment. Thus, developing an education program for facial expression language would be helpful for improving the quality of child care. Plus, childcare environments should be developed so that teachers do not experience difficulty in having pleasant facial expressions. This result might have the limitation of being collected from only female childcare teachers, directors, and parents.

• Journal of Internet of Things and Convergence
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• v.6 no.1
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• pp.55-63
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• 2020

The purpose of this study is to examine the effects of Psychomotor program on the child care teacher's ego resilience and childcare efficacy. The subjects of this study are childcare teachers of eight daycare centers in J-gu, Seoul. The final subjects were 18 in the experimental group and 19 in the control group. Psychomotor program was provided to the experimental group, which consisted of four hours per session, two sessions per week, and a total of ten sessions. Data collection took place between September 2 and November 12, 2017. Collected data were analyzed by independent sample Wilcoxon-Mann-Whitney test. In this study, the Psychomotor program had a significant effect on improving ego resilience and childcare efficiency of interpersonal relationships which is lower factor of the ego resilience. Through this study, we identified it was worth establishing a basic basis for managing and supporting ego resilience of child care teachers, and that it was meaningful to suggest ways to help them adapt and cope with their job duties.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.107-120
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• 2016

The purpose of this study was to analyze representations of fatherhood of childcare entertainment reality programs. For this purpose, two episodes of of MBC were analyzed by semiotic analytic methods, especially, signs, images, combined level of significations, etc. The results indicated that fathers of the programs reflected modern ideal images of feminist fatherhood in which fathers cooperated to care children with mothers, and played the role of intimate friend-daddies, daddies as friends. A post-modern male ideology was inherent in those fatherhood changes. Those fathers in this program intermittently exposed narratives of inexperienced fathers while dedicating themselves to cooperative childcare adequate to the purpose of the program, suggesting that it would reproduce the mother-childcare ideology as a result. Furthermore, although such reflected changes towards fatherhood enthusiastically involving in childcare represented the modern ideal fatherhood, it is still identified that gender stereotypes, gender-based discrimination and patriarchal male ideologies were inherent in the ways of their guiding children. In short, such trend of friend-daddies did not imply an revolutional change from male-centered patriarchal family structures to male-female cooperated family structures.

• Journal of Families and Better Life
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• v.23 no.6 s.78
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• pp.105-116
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• 2005

This study investigated various alternatives for childcare among dual-earner families and discussed implications for public policy development. Eight employed married women and two of their husbands were interviewed about work-family balance. All the interviewees complained that taking cue of the children in dual-earner families is a challenge. They resort to all available alternatives because public childcare support is insufficient and inadequate. There were five different types chilcare: extended family network, public and private institutions, paid help (nannies), rearranging work schedules, and training their children to take cue of themselves. However, all these alternatives entail various problems. More and better childcare facilities and programs should be built and after-school programs should be designed. On the other hand, parents should also make more effort to prioritize children's needs in finding a balance between work and family.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.169-192
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• 2018

This study aims to investigate the changes of their recognition and childcare practices before and after the training for disability awareness targeting class teachers in inclusive childcare setting. Subjects of this study were 9 teachers and the data was collected from 3 focus group (3 persons per group) and personal interviews in case of study needs. The results of this study are as follows: childcare teachers appealed ignorance and fear of children with disabilities before learning to improve their disability awareness, and have learned from the non-prejudiced attitudes of non-disabled children. The need for understanding and knowledge of children with disabilities was high, and they voluntarily and actively participated in the education for the improvement of disability awareness. Since participating in education, teachers have shown changes in perceptions of children with disabilities and changes in the way they practice childcare for disabled children. As regards cognition, teachers have become more interested in and understanding of children with disabilities and have tried to treat them equally with non-disabled children. Regarding the practice of childcare, they practiced the integrated program together with the non-disabled child and the disabled child through cooperative partnership. They also provided the disability awareness education to the non-disabled children and provided the partial integrated childcare program flexibly in one class according to the situation. The results of this study were analyzed and discussed about the general childcare teachers' experience related to the education for improving disability recognition and caring at childcare setting.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.27-38
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• 2018

Objective: The purpose of this study is to investigate the effects of childcare teachers' teacher efficacy, psychological burnout and the practice of respecting rights for infants. Methods: For this study, questionnaires were distributed to 398 childcare teachers in the cities of I and S. The collected data were analyzed by descriptive statistic, multiple regression and Cronbach's ${\alpha}$ for reliability by SPSS-WIN computer program. Results: The results yielded some interesting results. First, childcare teachers were shown to have higher respecting rights for infants but just average teacher efficacy rates. Secondly, the study showed a positive correlation between the practice of respecting rights for infants and childcare teachers' teacher efficacy. However, there was a negative correlation between the practice of respecting rights for infants and psychological burnout. There was also a negative correlation between the practice of respecting rights for infants and childcare teachers' teacher efficacy. Third, the higher the childcare teachers' teacher efficacy of childcare teachers, the more positive influences existed in the practice of respecting rights for infants. It also showed that the lower the degree of psychological burnout, there was a negative impact on the practice of respecting rights for infants. Conclusion/Implications: The results of this study suggest that a support plan is needed to boost childcare teachers' teacher efficacy, and to lower the psychological burnout of childcare teachers with regards to the practice of respecting rights for infants.

• Korean Journal of Child Studies
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• v.33 no.1
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• pp.147-164
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• 2012

The purpose of this study was to firstly, analyze how childcare center directors and parents experienced the 'I-Sarang Card Business' and secondly, to evaluate the effects of the business, and thus to suggest the ways to improve business strategies. The subjects consisted of 104 childcare center directors and 304 parents using the 'i-sarang card' in Gyeonggi province. The surveys were administered to the subjects, and the data were analyzed by means of the SPSS 12.0 program. The major results of this study were as follows : After the introduction of the 'I-Sarang Card Business', parents found the payment of childcare fee to be more convenient than previously and evaluated the effects of 'I-Sarang Card Business' to be more positive than the childcare center directors. On the other hand, childcare center directors had difficulties in taking care of 'I-Sarang Card Business' related administration and their evaluations were therefore more negative. Based on these results, several ways to improve the business were suggested.

• Korean Journal of Childcare and Education
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• v.19 no.5
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• pp.21-43
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• 2023

Objective: The purpose of this study is to reduce job stress among child care teachers and enhance the quality of child care by examining the mediating effect of job stress in the relationship between positive psychological capital and the organizational commitment of child care teachers. Methods: The subjects of this study were 560 childcare teachers in Gyeonggi-do, and 465 questionnaires were ultimately analyzed. Descriptive statistics, correlation analysis, multiple regression analysis, and structural equation model were analyzed using SPSS 23.0 and AMOS 23.0. Results: As a result of the study, first, positive psychological capital of childcare teachers showed a positive correlation with organizational commitment. Additionally, both positive psychological capital and organizational commitment showed a negative correlation with job stress. Second, the direct effect of childcare teachers' positive psychological capital affecting organizational commitment was significant, and the direct effect of job stress affecting organizational commitment was also significant. It was found that positive psychological capital of childcare teachers significantly influenced organizational commitment through job stress. Conclusion/Implications: Therefore, providing an educational program to help childcare teachers enhance their positive psychological capital and foster commitment to the organization can significantly contribute to the improvement of childcare quality.

• Korean Journal of Childcare and Education
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• v.20 no.1
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• pp.55-71
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• 2024

Objective: This research aims to examine whether the perception of professional competence among childcare teachers impacts the performance of respecting young children's rights, and whether the teacher-parent cooperative relationship mediates this association. Methods: The participants in this research were 220 teachers in Daejeon who assessed the performance of respecting young children's right, the perception of professional competence, and teacher-parent cooperative relationships through an online self-report questionnaire. The data collected in this study were analyzed using the SPSS 25.0 program. Results: Firstly, the results of examining the impact of the perception of professional competence among childcare teachers and the teacher-parent cooperation relationship on childcare that respects the rights of young children showed that each variable has a statistically significant influence. Secondly, it was found that the perception of professional competence among childcare teachers directly impacts the performance of respecting young children's rights and, indirectly, through the mediating role of teacher-parent cooperative relationships. Conclusion/Implications: To ensure high-quality childcare for young children, it is essential to consider not only professional perception but also the cooperative relationship between teacher and parent.