• 한국보육지원학회지
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• 제14권5호
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• pp.47-64
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• 2018

Objective: This study investigated how early childhood teachers'creativity and teaching flow was associated with their job satisfaction and examined the mediating effect of teaching flow. Methods: Participants were 222 early childhood teachers in Seoul. Descriptive statistics for all study variables were computed. To examine the hypothesized model and the alternative model structural equation modeling (SEM) was used. Results: The results revealed that early childhood teachers'creativity and teaching flow were positively associated with their job satisfaction. Early childhood teachers'creativity had an influence on their teaching flow, however, it didn't have a direct affect on their job satisfaction. Early childhood teachers' teaching flow had an affect on their job satisfaction. Additionally, early childhood teachers'teaching flow mediated the effects of teachers' creativity on their job satisfaction. Conclusion/Implications: In conclusion, early childhood teachers'teaching flow was a key predictor in the relationship between teachers' creativity and job satisfaction. This study provides guidelines for interventions aimed at increasing the job satisfaction of early childhood teachers.

• 한국보육지원학회지
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• 제17권5호
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• pp.105-128
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• 2021

Objective: This study aimed to explore the experience and meaning of pre-service early childhood teachers who practiced health promoting activities for themselves. Methods: Research participants were 115 pre-service early childhood teachers enrolled in the health education for children course at one college in G region. The reports of activity records of their eight-week long health promotion activities were collected as qualitative data followed by content analysis being implemented. Results: First, the experience of the health promoting activities the participants took part in was categorized into 'Early phase of experience: A mix of worries and anticipation, and success and failure', 'Mid phase of experience: Being motivated by physical changes and records', and 'Late phase of experience: Continuous execution through habituation.' Second, the meaning of health promotion activities the participants took part in was categorized into 'A great opportunity for introspection', 'A meaningful start of college life', and 'A valuable chance to consider desirable roles of a teacher for early childhood health education.' Conclusion/Implications: The results of this study suggest that pre-service early childhood teachers should pay close attention to their health management, and that contents that emphasize the importance of teachers' health should be included in health education.

• 한국생활과학회지
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• 제17권2호
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• pp.181-190
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• 2008

The study aims to find out and examine the variables that make a difference between pre-service teachers' child care efficacy (CCE) and general self-efficacy (GSE). The subjects were 232 pre-service child care teachers going to an educational institution and a college. The results are as follows. First, the variables of "age", "teacher training facilities", "field experience in child care centers", and "experience of child care" and "paraprofessional teachers" are important variables in pre-service teachers' CCE. Second, the variables of "age", "level of education", "teacher training facilities", "field experience in child care center", and "experience of child care or paraprofessional teachers" significantly affect the pre-service teachers' GSE. Third, the "age" variable is essential in explaining pre-service teachers' GSE. The Pre-service teachers' GSE is significantly related to the pre-service teachers' CCE.

• International Journal of Advanced Culture Technology
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• 제9권1호
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• pp.114-120
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• 2021

This study aims to discover how self-esteem and social competence in early childhood affect school adjustment in elementary school. This study used the 7th year (2014) and 10th year (2017) of the panel study on Korean children, which are longitudinal research data from the Korea Institute of Child Care and Education (KICCE). Pearson's correlation analysis and hierarchical regression analysis were used as the main statistical analysis methods. The analysis was performed using the the Spss 21.0 program. As a result of this study, peer acceptance among early childhood's self-esteem, assertion, cooperation, and self-control among social competence have influences on adjustment to elementary school life. This study is meaningful in that it is a longitudinal study conducted with a time difference for 3 years with the same subjects in order to investigate the influence of the inner factors of early childhood on school adjustment in elementary school.

• 대한가정학회지
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• 제44권6호
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• pp.15-22
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• 2006

The purpose of this study was to investigate the relationship between early childhood teacher's knowledge and protective practice on safety. The study subjects were 312 early childhood teachers working at kindergartens and day care centers in Seoul, Kyung-gi area. A modified questionnaire was based on that developed by Nam(2002). Data were analysed by t-test, One-way ANOVA, and Pearson's correlations. The results were as follows. First, there was a small but insignificant difference for safety knowledge in the teachers' teaching experiences, and working place, but no difference in attending safety education. Second, there were differences for safety practices in teaching experiences and working place. Third, teachers' safety knowledge was highly and positively correlated with safety practices. In conclusion, enhanced early childhood teacher' safety knowledge is needed for improved safety practice.

• 한국보육학회지
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• 제18권3호
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• pp.105-121
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• 2018

본 연구의 목적은 의미변별법을 사용하여, 예비유아 교사들이 인식하고 있는 유아교사로서의 자아상이 어떠한지 학년에 따른 자아상에 변화가 있는지를 탐색하여 교사양성 프로그램 개발을 위한 기초자료를 제공하는 것이다. 연구대상은 전남지역에 소재한 4년제 대학 유아교육학과 1~4학년 재학생 167명이었다. 분석결과, 예비교사들의 교사로서의 자아상은 대체적으로 긍정적으로 나타났으며, 다변량분석 결과, 학년에 따라 유아교사상의 하위요인 중 <교사태도>, <교사자질>의 조합된 평균에 차이가 있었다. 또한 교사양성과정을 통해 유아교사상이 긍정적인 방향으로 변화함을 알 수 있었다. 반면, <사회적 평가>요인은 다른 요인에 비해 일관되게 상대적으로 부정적으로 인식하고 있고, 학년에 따른 변화도 유의미하지 않은 것으로 나타났다. 따라서 유아교사의 사회 경제적 측면에서의 이미지 제고를 위해 전문가들의 더 많은 관심과 노력이 요구될 것으로 보인다.

• 한국보육지원학회지
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• 제12권4호
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• pp.131-149
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• 2016

Teacher's practical knowledge is potentially relevant to the teaching practice in his/her classroom. The research explored early childhood teachers' practical knowledge of 'curriculum' via conceptual metaphors. The participants (N=348) completed a prompt, "Curriculum is like A because B" and then the metaphors were analyzed according to the procedure proposed by Moser (2000). The analysis found that 8 themes (i.e. 'educational basis', 'learning opportunity', 'educational material', 'difficulty', 'change', 'pre-determination', 'discordance', and 'reconstruction') were the underlying conceptions signified in those metaphors. The implications regarding early childhood teachers' practical knowledge were discussed on the perspective of post-modern curriculum. Moreover, it recommended the practical knowledge based approach for early childhood teacher education, and transformation of current policy for program evaluation relevant to curriculum conceptualization.

• 한국지역사회생활과학회지
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• 제28권3호
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• pp.447-460
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• 2017

The purpose of this study was to investigate the relationships of early childhood teachers' communication ability, teacher efficacy, and organizational effectiveness of child care centers. The subjects of this study were 397 teachers working at child care centers. The results of this study were as follows. First, differences in the organization effectiveness of child care centers were detected according to teachers' age, career, type of child care center where they were affiliated, and marriage status. Second, the relative effects of the teachers' communication ability and teacher efficacy on the organizational effectiveness of early-childhood educational institutions differed significantly according to each sub-factor; teachers' communication ability's sub-factors - response, analysis, and evaluation - and teacher efficacy's sub-factors - general efficacy and personal efficacy - had partial effects on the organizational effectiveness of child care centers. Of these, personal efficacy had the greatest effects on all sub-factors of organizational effectiveness. This study is significant since it identifies the variables that could affect the organizational effectiveness of child care centers.

• 가정과삶의질연구
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• 제28권5호
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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.

• 한국보육학회지
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• 제19권2호
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• pp.19-33
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• 2019

본 연구의 목적은 그림책을 활용한 유아수학교육학습 경험이 예비유아교사의 수학에 대한 태도와 수학교수효능감에 미치는 영향을 알아보는 데 있다. 이를 위해 G광역시에 소재한 S대학교에 재학 중인 예비유아교사 39명을 연구대상으로 하여 실험집단 20명 통제집단 19명을 임의 배정하였다. 실험집단은 15주 동안 그림책에 기초한 유아수학교육 수업을 진행하였으며, 통제집단은 동일한 기간 동안 일반적인 유아수학교육 수업을 진행하였다. 수집된 자료는 SPSS 18.0 프로그램을 활용하여 수학에 대한 태도와 수학교수효능감의 결과 차이에 대한 t-검증을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 그림책을 활용한 유아수학교육 학습 경험은 예비유아교사의 수학에 대한 태도에 긍정적인 영향을 미쳤으며, 수학에 대한 가치와 흥미를 증진시키고 수학에 대한 불안을 감소시키는 효과가 나타났다. 둘째, 그림책을 활용한 유아수학교육 학습 경험은 예비유아교사의 수학교수효능감 향상에 긍정적인 영향을 미쳤으며, 능력에 대한 신념과 결과에 대한 신념 모두 유의하게 향상되었다. 이러한 결과는 그림책을 활용한 유아수학교육 학습 경험이 예비유아교사의 수학에 대한 태도와 수학교수효능감을 향상시키는데 효과적인 교수학습 방법임을 시사한다.