• Journal of Family Relations
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• v.21 no.4
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• pp.99-117
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• 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
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• v.14 no.5
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• pp.137-152
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• 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
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• v.16 no.2
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• pp.141-160
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• 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 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).

• Korean Journal of Childcare and Education
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• v.19 no.5
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• pp.45-63
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• 2023

Objective: The purpose of this study was to verify whether teachers' interpersonal competence serves as a mediator between perceived social support in the workplace, as perceived by childcare teachers, and their level of job satisfaction. Methods: The participants of this study comprised 422 childcare teachers employed in childcare centers across Seoul, Incheon, and Gyeonggi Province. Correlation analysis was performed using the collected data to examine the relationships between variables. Additionally, regression analysis was carried out to validate the mediating role of interpersonal relationship competence in the association between workplace social support and job satisfaction. Results: The study's findings revealed a positive correlation between interpersonal competence and job satisfaction. The study successfully confirmed the mediating role of interpersonal competence among childcare teachers in the connection between workplace social support and job satisfaction. Conclusion/Implications: The results suggest that enhancing the job satisfaction of childcare teachers requires identifying diverse social support systems within childcare centers that influence them. It is imperative to formulate strategies that highly value social support and concurrently enhance interpersonal skills.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.157-172
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• 2011

The purpose of this study was to investigate the effect of childcare teachers' ego-resilience and directors, co-workers and family's social support to childcare teachers' burnout. The participants in this study were 326 childcare teachers from Daejeon metropolitan city and Chungnam province. They responded to the 'Maslach Burnout Inventory', 'Ego-resilience Scale', and 'Social Support Scale'. The collected data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation, stepwise multiple regression, Duncan test for post hoc test, Cronbach's ${\alpha}$ for reliability, and factor analysis for validity by SPSS PC program (18.0 version). The results were as follows; first, there were significant differences in childcare teachers' burnout scores in relation to the educational levels of childcare teachers, their working hours, children's number per class, and the ages of the children they teach. Second, there were significant negative correlations (r = -.11~-.62) among childcare teachers' ego-resilience, directors, teaching colleagues and family's social supports, and their levels of burnout. Finally, childcare teachers' ego-resilience and teaching colleagues' levels of social support helped explain about 43% the childcare teachers' burnout total scores and about 17~39% of their sub-scores.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.651-657
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• 2024

This study comparatively analyzed the impact of childcare workforce cost on fertility rates across different countries. In the cases of Nordic countries, comprehensive childcare support policies and subsidies for childcare workforce costs were found to have a positive impact on fertility rates. In contrast, high childcare burden and economic pressures were identified as major factors contributing to declining fertility rates in East Asian countries. In developing countries, the effectiveness of childcare support policies varied depending on the socioeconomic context. This study suggests that the impact of childcare workforce cost on fertility rates manifests in diverse patterns across countries, and effective childcare support policies require tailored approaches that consider each country's specific circumstances. In the future, increased social investment in childcare and the spread of a culture that respects the value of care are necessary.

• Journal of Families and Better Life
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• v.30 no.3
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• pp.59-67
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• 2012

This study investigate the influence of resilience on organizational commitment using social support as a mediating variable for kindergarten and childcare teathers. The subjects were 630 kindergarten and childcare teathers. The collected data were analyzed by Pearson's correlation as well as single and multiple regressions that used SPSS Win 19.0. The results were as follows: (1) The resilience was significantly associated with organizational commitment of kindergarten and childcare teachers. (2) The resilience was significantly associated with social support of kindergarten and childcare teachers. (3) The resilience was not significantly associated with organizational commitment of kindergarten and childcare teachers, controlled by social support. The results showed the social support was more important variable affecting organizational commitment of kindergarten and childcare teachers than the resilience. As a result, teachers have to be strengthened for support of social emotion that helps to control of their emotional condition and social evaluation that estimates their role positive under administration system.

• Korean Journal of Human Ecology
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• v.21 no.1
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• pp.95-111
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• 2012

This study investigated the pathways of factors affecting 173 employed mothers' second childbirth plans. Participants were all employed working mothers with an infant under 10 months old. The hypothetical model used in this research proposed that workplace childcare support, social support, value of children and parenting stress of employed mothers will directly affect second childbirth plans. Additionally, workplace childcare support, social support, value of children, marital satisfaction and job satisfaction will indirectly influence second childbirth plans as a result of parenting stress. The results of this research demonstrated that value of children and parenting stress were the factors which directly affected second childbirth plans of employed mothers. In addition, workplace childcare support, social support, marital satisfaction and job satisfaction indirectly influenced second childbirth plans as a result of parenting stress. This study suggests the need for the establishment and development of workplace childcare support and the need for enhancing the value of children. This research further suggests the need for policies aimed at increasing psychological well-being and decreasing parenting stress for working mothers who are contemplating second childbirth plans.

• The Journal of the Korea Contents Association
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• v.22 no.8
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• pp.377-391
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• 2022

The objective of this study is to understand the operational status of the support projects for childcare in daycare centers operated by the Support Centers for Childcare(SCC) during the COVID-19 pandemic and find ways to improve and develop the project operation. To this end, data were collected and analyzed through in-depth interviews from the 1st week to the 4th week of February 2022 with six childcare agents in charge of the support projects for childcare in daycare centers in the SCC located in Seoul and Gyeonggi Province. As a result of the study, it was found that the demand for diversification of project operation methods, expansion of non-face-to-face education, individual consulting, and small-scale education increased while operating the support projects for childcare in daycare centers in the SCC during the COVID-19 pandemic. Operational difficulties were found to be a lack of ability to use media, the burden of coping with unpredictable situations, and insufficient communication between daycare centers and childcare policy institutions. As for the support needs, it was found that it is necessary to employ computer specialists, establish an environment for activating online education, and provide an efficient work delivery system in emergencies.