• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.25-41
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• 2018

Objective: The purpose of this study was to examine the effects of parent-teacher relationships on mothers' parenting efficacy especially for toddlers. Methods: 225 mothers of toddlers completed questionnaires on parent-teacher relationships and parenting efficacy. This study used technical statistics, Pearson's correlation analysis, and multiple regression analysis in order to analyze the collected data. Results: First, there was a significant correlation between parent-teacher relationships and mothers' parenting efficacy. Second, the parent-teacher relationships was an important factor in predicting mothers' parenting efficacy. In particular, when a teacher and mother develop practical collaboration for caring for and educating a child, the mothers' parenting efficacy was higher. Conclusion/Implications: These findings indicate that the parent-teacher relationship is a significant factor in order to improve the quality of parenting. The results especially support the importance of collaboration between teachers and parents and suggest that we need to find practical ways for collaborating in the field. Limitations of this study and implications for future research were discussed.

• Journal of Families and Better Life
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• v.27 no.1
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• pp.145-164
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• 2009

The purpose of this study was to examine the effect of group art therapy on the self-efficacy and sociality of middle school students from single-parent families. The major results of this study were as follows: First, it was revealed that the activities of group art therapy were effective in making the self-efficacy of students from single-parent families higher by expressing their thought, and feelings better and having more confidence in themselves. Second, it was revealed that the activities of group art therapy were effective in improving the sociality of students from single-parent families by showing better performance in relationship with peers. Third, it was revealed that the activities of group art therapy had an effect on students' affirmative feelings according to each stage. That is, the students' feelings became more affirmative after this art therapy activities. Fourth, this study proved that K-HTP was effective in improving the self-efficacy and sociality of middle school students from single-parent families Fifth, this study proved that KFD was effective to improve the self-efficacy and sociality of middle school students from single-parent families. In conclusion, the Group Art Therapy had the effect on improving the self-efficacy and sociality of students from single-parent families.

• Journal of Korean Public Health Nursing
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• v.31 no.2
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• pp.365-375
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• 2017

Purpose: This study was conducted as a descriptive research to identify relationships among parent-adolescent communication, self-efficacy and nursing professionalism in nursing students. Methods: The participants were 106 nursing college students in Chungchung Province in Korea. Data were collected from December 1 to 31, 2016, analyzed by descriptive statistics, t-tests, ANOVA, Pearson's correlation coefficient, and multiple regression using IBM SPSS statistics version 21. Results: Parent-adolescent communication was positively correlated with self-efficacy (r=.44, p<.001), and nursing professionalism (r=.30, p=.002), while self-efficacy was positively correlated with nursing professionalism (r=.42, p<.001). Parent-adolescent communication and nursing professionalism explained 29.0% of self-efficacy. Parent -adolescent communication and self-efficacy explained 19.5% of nursing professionalism. Conclusion: The results of this study suggest an empowerment program of parent-adolescent communication should be developed to provide valuable baseline data to counsel students who are developing self-efficacy and nursing professionalism in nursing curriculum.

• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.29-52
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• 2021

Objective: The purpose of this study was to investigate the mediating effects of the parent-teacher trust relationship and cooperative behavior in the relationship between the emotional intelligence of infant teachers and their play teaching efficacy. Methods: A total number of 216 teachers in charge of infants under the age of two at childcare centers located in H, Y, and O cities in Gyeonggi-do participated in the survey. Using SPSS 23.0 and AMOS 22, descriptive statistics, correlation and structural equation model were analyzed. Results: First, the emotional intelligence of infant teachers had a direct effect on play teaching efficacy. Second, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher's trust relationship. Third, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher cooperative behavior. Fourthly, it was found that the parent-teacher trust relationship and cooperative behavior were mediated sequentially in the influence of the emotional intelligence of infant teachers on play teaching efficacy. Conclusion/Implications: The results of this study emphasize the importance of improving the emotional intelligence of teachers and the trust and cooperation between parents and teachers in order to increase the ability of early childhood teacher's play teaching efficacy.

• Korean Educational Research Journal
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• v.42 no.1
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• pp.73-97
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• 2021

This study examines how kindergarten teachers' empathy and efficacy in enlisting parental involvement predict perceived parent-teacher relationships and teacher burnout. It also investigates whether teacher efficacy in enlisting parental involvement moderates the relationship between kindergarten teachers' empathy, perceived parent-teacher relationships, and teacher burnout. A total of 208 public and private kindergarten teachers employed in the Chungbuk area participated in a survey, and the data were analyzed using JAMOVI (version 1.6.23). There were three major findings. First, both kindergarten teachers' empathy and efficacy in enlisting parental involvement positively predicted perceived parent-teacher relationships. Second, there was a significant interaction effect between teacher empathy and teacher efficacy in enlisting parental involvement on perceived parent-teacher relationships. Specifically, when teacher efficacy in enlisting parental involvement was high (M+1SD), teacher empathy significantly positively predicted parent-teacher relationships. By contrast, when teacher efficacy in enlisting parental involvement was average or low (M-1SD), the effect of teacher empathy on the perceived parent-teacher relationships was not significant. Third, both kindergarten teachers' empathy and teacher efficacy in enlisting parental involvement negatively predicted teacher burnout, but there was no significant interaction effect between teacher empathy and teacher efficacy in enlisting parental involvement on teacher burnout. This study identified the role of teacher efficacy in enlisting parental involvement within the context of kindergarten teacher-parent relationships and teacher burnout. It confirmed that the effect of teacher empathy on parent-teacher relationships is moderated by the level of teacher efficacy in enlisting parental involvement.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.10 no.6
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• pp.570-579
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• 2017

The purpose of this study is to examine the mediator effect of child self-efficacy in the influence of parent-child attachment on child's servant leadership. The study subjects were 260 parents and teachers attending child education institution Ulsan. The survey was conducted from 1st July 2016 to 29th July 2016. As a result, first, parent-child attachment did not have influence on servant leadership, but it did have influence on child-s self-efficacy. Second, in relationship between parent-child attachment and servant leadership, child's self-efficacy showed to play mediator role. This study will be the fundamental material for improving parent-child attachment and child's servant leadership.

• Korean Journal of Child Studies
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• v.30 no.3
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• pp.127-143
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• 2009

Participants in this study were 207 mothers of toddlers; they completed questionnaires on their need for and knowledge level of parent education, parenting efficacy, and parenting stress. Data were analyzed by descriptive statistics and Pearson's correlation coefficients. Mothers indicated high need for parent education; their knowledge level was moderate. Most mothers answered they'd like to participate in a parent education program; their preference was for small group programs implemented for 1-2 hours in the morning on weekdays for six sessions. Mothers with more knowledge of parenting information for toddlers showed higher parenting efficacy and experienced less parenting stress.

• Journal of the Korean Home Economics Association
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• v.46 no.6
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• pp.61-73
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• 2008

The purpose of this study was to examine the effects of group art therapy on maternal parenting stress and self-efficacy. The subjects of the study included 16 parents of elementary school students who participated in a group art therapy program offered at B Education Center, Pusan. Eight parents who wanted to receive parental education were allocated into an experimental group, While the other eight parents were regarded as the control group. Mothers in the experimental group participated in the group art therapy program which discussed parent education theories. This Program was composed of 17 sessions, performed once a week for one and a half hours. Research tools employed included parent stress test and parent self-efficacy test. The following results were obtained: Group art therapy was found to bring about a statistically significant decrease in parenting stress. Group art therapy was also found to bring about a statistically significant increase in parent self-efficacy. These results suggest that a program which integrates various parents education theories, within a group art therapy setting, can become an effective parent education tool which decreases maternal parenting stress and increases parent self efficacy.

• Child Health Nursing Research
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• v.21 no.3
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• pp.236-243
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• 2015

Purpose: In this study self-efficacy, emotional labor, pediatric nurse-parent partnership and job stress of pediatric nurses were examined. Factors affecting job stress of pediatric nurses were also investigated. Methods: The study was done between June and September 2014, with a convenience sample of 145 nurses from 3 advanced general hospitals, 5 general hospitals and 2 children's hospitals. Research data were collected via questionnaires and analysed using SPSS version 18.0. Results: Average levels of self-efficacy, emotional labor and job stress were similar to other general nurses and the average level of pediatric nurse-parent partnership was also similar to other pediatric nurses. Job stress of pediatric nurses showed a positive correlation with emotional labor and negative correlations with self-efficacy and pediatric nurse-parent partnership. The most significant factor affecting job stress in pediatric nurses was emotional labor (${\beta}=0.372$, p<.001). The combination of emotional labor, pediatric nurse-parent partnership and self-efficacy accounted for 25.4% of job stress in pediatric nurses. Conclusion: These results suggest that nursing management strategies to decrease emotional labor and improve pediatric nurse-parent partnerships and self-efficacy are critical to decrease job stress for pediatric nurses. Continued development of nursing management interventions to decrease job stress in pediatric nurses is suggested.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.71-89
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• 2012

This study examined the characteristics of early child care teachers and the ways this influences their abilities to promote the parent-teacher partnerships. 266 early child care teachers participated in this study. Parent-teacher partnerships, communication competence, interpersonal competence, and teacher efficacy in enlisting parental involvement were measured by means of The Caregiver-Parent Partnership Scale, Global Interpersonal Communication Competence Scale, Interpersonal Competence Questionnaire and selected elements of the Teacher Self-efficacy Scale. The results indicated that parent-teacher partnerships were significantly different in terms of the characteristics of teachers. The hierarchical multiple regression analysis revealed that the communication competence, interpersonal competence, and teacher self-efficacy significantly predicted the type and quality of parent-teacher partnerships. In conclusion, improving the effectiveness of parent-teacher partnerships seems heavily dependent upon the quality and personal abilities an beliefs of early child care teachers.