• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.275-300
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• 2012

This study is to investigate the meaning of pre-service educare teachers' leadership experience about program development. The participants were 41 juniors in college, majoring in Child Welfare. They attended an 'infant & young childhood educare program development and evaluation' class for 15 weeks. During the given period they made documents from reflective journals and 5 participants among them were interviewed individually. Analyzing the documents sheds light on the meaning of the pre-service educare teahcers' experience. The results are as follows. First, pre-service educare teachers got a deeper understanding and attachment about communities. Second, they did a critical analysis about well-known home and abroad educare programs. Third, they had a opportunity of reflection about their education philosophy and competences. Forth, they experienced diverse leadership that is needed from educare teacher. The results showed the implications and suggestions about pre-service teacher education for educare teacher's curriculum leadership development.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.325-352
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• 2011

The purpose of this study is to examine the relationships between teacher's efficacy and job stress and the effects of educare center teacher's teaching efficacy on job stress. The subjects of this study were 200 teachers at the public, private, or home child-care centers in Pyeongtaek, Songtan and Osan. To analyze the general characteristics of subjects, frequency analysis and descriptives, ANOVA and correlation analysis, and multiple regression were used. The results of this study were as follows: First, educare center teacher's teaching efficacy level was a little higher than the average. The mean score of general belief of teaching efficacy was a little higher than the personal belief of teaching efficacy. Second, educare center teacher's job stress level show to be lower than average. Job related stress is the highest. Next is, the child related stress, personal related stress. Third, teaching efficacy significantly influenced on the job stress. The result indicated the higher educare center teacher's belief of efficacy was, the lower the job stress was. While general teaching efficacy was not associated with teaching efficacy, personal teaching efficacy was significantly related to teaching efficacy. The result of analyzing the effects of educare center teacher's teaching efficacy on job stress showed personal teaching efficacy had a strong influence on job stress. In detail, there was a significant negative correlation between personal teaching efficacy and job stress. Among the general factors such as the level of education, monthly income, work hours had significant influence on job stress. Therefore, the higher the level of education, the less monthly income, the longer work hours, it appeared that educare center teacher's job stress is higher.

• Korean Journal of Human Ecology
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• v.6 no.2
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• pp.1-14
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• 1997

The purpose of this study was to find out middle age women's needs of the educare services. Furthermore this study was done to serve as the basic data for guidance and the preparation of effective educare services. For these purposes, the data were collected by using questionnare from to 305 middle age women living in T city. The data were analyzed by frequency, percentile, chi square analysis. The major findings of this research are as follows: 1. Most subjects of present study needs for the daycare center. Furthermore there were significant differences in the daycare management, caring agent, day care cost according to the school career. 2. They wantd nere home daycare center and part time daycare center. And there were no significant differences in general enviroment of daycare center according to the school career. 3. There were significant differences in 1)the standards of selection for teacher 2)teacher's educational level, 3)teacher's age according to the school level. And they wanted 'low school career but caring experiences' daycare teacher.

• Journal of the Korean Home Economics Association
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• v.51 no.1
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• pp.59-74
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• 2013

This research attempted to examine the effects of adult attachment which belongs to the psychological characteristics of the educare teachers on the behavior young children's adjustments through the educare teacher's self-efficacy and styles of discipline. To achieve this, a survey was conducted on 866 children aged 2-5 years attending 23 educare centers located in Seoul, the region of Gyeonggi and Gyeongsangbuk-do, and their 135 teachers in charge. The results of this research demonstrated that first, educare teachers' adult attachment had indirect effects on the young children's adjustments by the media of self-efficacy. Second, the educare teachers'adult attachment was found to have indirect effects on the young children's adjustments by the media of discipline styles. Third, the educare teachers' adult attachment was found to have effects on the young children's adjustments through self-efficacy and discipline styles. In conclusion, with regard to the effects of the educare teachers' adult attachment on the young children's adjustments the mediated effects of self-efficacy and discipline styles were confirmed. This research enables one to have an in-depth understanding of the process in which the educare teacher's psychological characteristics have important effects on the social and emotional development of young children and it is expected that it will become evidence data for realizing the need for developing practical educational programs regarding the character development and mental health of the educare teachers.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.45-58
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• 2005

The purpose of this study was to find out teacher's variables that made difference between teacher's efficacy for early childhood care and education and general self-efficacy, and to explore variables influencing in teacher's efficacy for early childhood care and education. In this study, 212 inservice teachers in edu-care centers completed and analyzed. Efficacy for Child Care and Teaching(ECCT) and general self-efficacy scale. Age, status in working place, years of experience, and participation in decision-making of working place were found as important variables in teacher's efficacy for child care and education, and general self-efficacy. And status and participation in decision-making of working place were found as important variables in explaining teacher's efficacy for child care and education.

• Korean Journal of Child Studies
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• v.38 no.2
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• pp.205-218
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• 2017

Objective: This study examined the correlation between variables influencing teacher sensitivity to infant classes in Educare Center teachers and teacher sensitivity, by classifying their personal psychological, socio-psychological, and work environment variables. Furthermore, it aimed to inquire the extent to which these variables influence teacher sensitivity. Methods: The study included 236 Educare Center teachers in charge of infant classes working in infant-caring facilities. Based on stepwise multiple regression analysis, a significance test was conducted for each variable. Results: Firstly, according to the correlations regarding teacher sensitivity to infant classes, for sensitive interaction, emotional stability showed significant positive correlation, while there were significant negative correlations with relationships with the director, colleagues,and parents; mean working hours in other places; and mean daily personal time. For insensitive interaction, there were significant negative correlations with emotional stability and mean daily break time, while there were significant positive correlations with relationships with the director, colleagues, and parents. Secondly, regarding the influences on teacher sensitivity to infant classes, for sensitive interaction, the most significant influences consisted in the relationships with colleagues and parents. On the other hand, for insensitive interaction, the most significant influences were the relationship with colleagues and emotional stability. Conclusion: Reducing interpersonal relationship stress and increasing the emotional stability of Educare Center teachers will increase their sensitivity level. Furthermore, the quality of care will be improved.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.85-102
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• 2010

The purpose of this study is analyzing newly the role of the educare teachers by finding the teachers' subjective perception on their duty and understanding its feature. With the research, I'd like to present the fundamental materials for re-training and education for specialty. I Q-sorted 17 teachers based on the 36 statements which had been selected carefully. The results are following. The first type is the teacher who is aiming the specialized education. The teacher of this type needs to have the comprehensible knowledge on the child-development and seeks the teacher's specialty with self-supervision and study group. The second type is the teacher who is pursuing safety and protection for the children. The teacher of this type considers safety and cleanness very important and thinks that he or she should take care of the children by the cooperation with parents. The third type is the teacher who is heading for everyday's life and improvement. He or she thinks that teaching the child daily life is significant and by it, the child should grow up. The results of the research show us 3 points. The first, we need to re-design training program for the educare teachers. The second, we should prepare the manual for the teachers in accordance with the infants' growing-up. The third, we should understand the teacher's type and train him or her in accordance with the type.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.71-90
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• 2017

This study aimed to investigate structural relationships of social support between job satisfactions and educare teacher's vocational calling. This study conducted a questionnaire survey on 270 educare teachers in Chungcheong area (Daejeon and Chungnam). The survey was conducted from July 1, 2017 to August 14, 2017. And it used 257 responses(95.1%) for analysis data except 14 responses due to their unfaithful or unreliable replies. Research results of analysis were as below. First, direct effect of vocational calling on social support was statistically significant. Second, it showed that both vocational calling and social support had positive effect. Third, it was found that vocational calling had significant influence on job satisfaction through social support. In conclusion, it was known that job satisfaction became higher if vocational calling of educare teachers received social support. It is required to systematically establish social and psychological support system raising vocational calling of educare teachers.

• Journal of Family Resource Management and Policy Review
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• v.13 no.2
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• pp.65-83
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• 2009

The purposes of this study were to analyze the needs for the balance of work-family and to provide the related policies for dual worker family. We focused on the life area of educare and school. Data were collected from 197 working mothers who have 1 or more children under age 10. The findings were: 1) after-school programs, holidays on every alternate Saturday, arbitrary no school days were not appropriate to the working parents' everyday life patterns, so the paradigm and practical conditions should be adapted to the needs of working parents. 2) the most working parents depended on the kindergarden, but the parents' satisfaction with the quality of service, time duration, the human resource of educare teacher was not sufficient, so these issues should be discussed more profoundly.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.318-326
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• 2016

The purpose of this study was to analyze differences in toddler teachers' perception and application of the contents of the Standard Educare Curriculum. The participants of this study were 205 toddler teachers in charge of two-year-old children at childcare centers in Jollanamdo. For the survey, a questionnaire was prepared for the purposes of this study based on the contents of the $3^{rd}$ Standard Educare Curriculum. Collected data were analyzed using SPSS 18.0 through frequency analysis, descriptive statistics, paired sample t test, independent sample t test, F test, and Duncan's post hoc test. The results are as follows. First, toddler teachers' perception of the contents of the National Standard Educare Curriculum was high, and the level of understanding was higher than when their academic degree was high. Second, toddler teachers' application of the contents of the Standard Educare Curriculum was relatively high. Third, there was a significant difference between toddler teachers' perception of the contents of the Standard Educare Curriculum and their actual application of the contents.