• 한국보육지원학회지
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• 제14권4호
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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.

• 한국교육논총
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• 제42권1호
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• pp.73-97
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• 2021

본 연구는 유치원 교사의 공감능력과 가정연계효능감이 교사-학부모 관계 인식과 교사소진에 미치는 효과가 어떠한지, 그리고 공감능력과 유치원 교사가 인식하는 교사-학부모 관계 및 교사소진의 관계에서 가정연계효능감의 조절효과가 유의한지를 확인하고자 하는 목적으로 수행되었다. 이를 위해 충북지역에 근무하는 공·사립 유치원 교사 208명을 대상으로 설문을 실시하였고, JAMOVI 1.6.23을 활용하여 응답자료를 분석하였다. 주요 연구결과는 다음과 같다. 첫째, 유치원 교사의 공감능력과 가정연계효능감 모두 교사-학부모 관계 인식에 유의한 정적효과를 보였다. 둘째, 유치원 교사의 공감능력과 교사-학부모 관계 인식에서 가정연계효능감의 유의한 조절효과가 나타났다. 구체적으로 유치원 교사의 가정연계효능감이 높을 때(M+1SD) 공감능력이 높을수록 교사-학부모 관계 인식이 유의하게 높아졌으며, 가정연계효능감이 평균 수준이거나 낮을 때(M-1SD)는 공감능력이 교사-학부모 관계 인식에 미치는 효과가 유의하지 않았다. 셋째, 유치원 교사의 공감능력과 가정연계효능감 모두 교사소진에 유의한 부적효과를 나타냈으며, 공감능력과 교사소진의 관계에서 가정연계효능감의 조절효과는 유의하지 않았다. 본 연구는 유치원 교사가 인식한 교사-학부모 관계와 교사소진에 있어 공감능력과 가정연계효능감의 역할을 확인하고, 특히 공감능력이 교사-학부모 관계 인식에 미치는 효과가 가정연계효능감 수준에 따라 조절됨을 확인함으로써 가정연계효능감의 중요성을 인식하였다는 점에서 의의가 있다.

• 한국보육지원학회지
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• 제12권5호
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• pp.71-90
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• 2016

The purpose of this study was to identify the influences which were child care center infant teacher's coaching competency, director management competency, institutional resources, and parent expectation and participation that have on infant-teacher relationships. The subjects in this study were 379 infant teachers working in child care centers across the country. A director management competency questionnaire, institutional resources questionnaire, parent expectation and participation questionnaire, infant-teacher relationships questionnaire, and coaching competency questionnaire were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, the influence of director management competency on infant-teacher relationships is completely mediated through infant teacher's coaching competency. Secondly, the influence of institutional resources on infant-teacher relationships is completely mediated through infant teacher's coaching competency. Thirdly, the influence of parent expectation and participation on infant-teacher relationships is completely mediated through infant teacher's coaching competency.

• 한국보육지원학회지
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• 제20권1호
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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.

• 초등상담연구
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• 제4권1호
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• pp.285-310
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• 2005

School adjustment of elementary school children is one of the most important things,sinceitisthebasisofthefuturelife. The purpose of this study was to investigate the relationships between parent-child relationship, peer relationship, teacher-child relationship, and school adjustment of elementary school students. The research topics of the present study were as follows: (1) Is the school adjustment of elementary school students different depending upon the parent-child relationship? (2) Is the school adjustment of elementary school students different depending upon the peer relationship? (3) Is the school adjustment of elementary school students different depending upon the teacher-child relationship in school? (4) Is the school adjustment of elementary school students different depending upon the grade, and sex? 460 students were sampled in Kangwon-do, and 400 were used in the final data analyses, excluding 60 due to the incomplete answering. Parent-child relationship inventory, peer relationship inventory, teacher-child relationship scale, and school adjustment scale were used. Data were analyzed using SPSS(win) 10.1K. The results were as follows: First, elementary school students adjust themselves to the school better when parent-child relationship, peer relationship, and teacher-child relationship are good. Second, teacher-child relationship has the most important effects on the school adjustment, and peer relationship, and parent-child relationship sequentially. Third, 4th graders adjust to the school better than the 6th, and there is no difference between boys and girls in terms of school adjustments. Based on the above results, discussion and implications for the future research and education were as below: First, teachers need to understand children's school adjustments depend upon their human relationships especially upon teacher-student relationships. Second, teachers need to understand students have more difficulties in adjusting to the school when they grow older. Third, teachers have to keep the children positive peer relationship, and parent-child relationship which are important in children's adjusting to the school. Fourth, future researches need nation-wide sampling and more systematized research design in order to generalize the results.

• 한국보육지원학회지
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• 제14권5호
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• pp.1-17
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• 2018

Objective: This study examined the relationship between child care teachers'job satisfaction, teacher-parent partnership, and teacher- child interaction in order to improve the quality of child care. Methods: Self-report questionnaires were used on 321 child care teachers and data were analyzed using descriptive statistics, Pearson correlation and Structural Equation Modeling Analysis. Results: First, significant correlations existed among variables except the relationship between payment/promotion and other variables. The results showed that child care teachers'job satisfaction had a significant and direct influence on teacher-child interaction, and teachers' job satisfaction was partially mediated by teacher-parent partnership on teacher-child interaction. Conclusion/Implications: The findings confirm that teachers' job satisfaction and teacher-parent partnership are preceding factors for positive teacher-child interaction. Significant attention should be paid to child care teachers'psychological satisfaction and teacher-parent relationships to promote the quality of child care and the positive interaction between teachers and children.

• 한국보육지원학회지
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• 제14권6호
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• pp.53-67
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• 2018

Objective: This study aimed to investigate the effect of parent- teacher communication on childcare teacher's job stress and turnover intention. This study also examined if the level of active stress coping used functions as a moderator in relationships among parent-teacher communication, childcare teacher's job stress, and their turnover intention. Methods: To achieve this, this study used data from 223 surveys from childcare teachers and analyzed the data with SEM and multi-group SEM analysis methods. Results: First, parent-childcare teacher communication influenced the teacher's turover intention through job stress. Second, the effect of parent-childcare teacher communication on job stress was not found in the higher-level of the active stress coping group. This was different from the significant effect in the lower-level of the active stress coping group. Also, parent-childcare teacher communication influenced teacher's turnover intention through job stress in the lower-level of the active stress coping group. In contrast, the mediation effect was not shown in the higher group. Conclusion/Implications: The results of this study show the effect of parent-childcare teacher communication on teacher's job stress and their turnover intention. Also, this study shows that the level of active stress coping could moderate the relationship among parent-childcare teacher communication, teacher's job stress, and their turnover intention.

• 아동학회지
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• 제36권1호
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• pp.1-17
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• 2015

The purpose of this research was to explore the influence of a mother's motivational beliefs in the context of the child education and parent-teacher relationship and the impact that it has on the learning related skills of young children. The participants in this study consisted of 243 mothers of 4~5 years old children and 20 teachers in 5 child education centers located in Seoul, Korea. The data was analyzed by means of using statistical method such as mean, standard deviation, t-test, Pearson correlation, and stepwise regression. The major findings of this study were as follows: First, there were significant differences between parent-teacher relationship and learning related skills of young children according to the children's sex and maternal educational level. Second, children's sex, maternal educational level, and the parent-teacher relationship were significantly related with the learning related skills of young children. Last, mother's motivational beliefs in the context of child education and the parent-teacher relationship directly influenced the learning related skills of young children. The results of this study suggest that positive parent-teacher relationships are important for developing the learning related skills of young children and this in turn can predict the level of children's adjustment and success in school.

• 대한가정학회지
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• 제49권8호
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• pp.1-12
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• 2011

This study was designed to examine the effect of five years old boys' and girls' self-concept and leadership on the teacher-child relationship. The participants were 51 boys and 64 girls who were five years old in Jeonrabukdo. The results were as follows. First, in the case of the boys, there was significant relationship between their self concept of language, the parent relationship and an intimate teacher-child relationship. The self-concept of body and the teacher-child relationship of conflict were positively correlated. In the case of the girls, there were significant relationships between the self concept of body, language, the parent relationship, friends' relationship and the general and intimate teacher-child self-concept. The self-concept of mathematics and conflictive teacher-child relation were positively correlated. Second, there were significant relationships among the sub variable of leadership and an intimate teacher-child relationship. However, prosocial leadership, directedness and a conflictive teacher-child relationship were negatively correlated in the case of the boys. Third, the teacher-child relationship was affected by leadership more than the self concept, and prosocial leadership was highly related in boys and girls.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.168-174
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• 2022

Purpose: We investigated the impact of parent, teacher, and peer relationships on adolescent school life satisfaction and confirmed the mediating effects of delinquency experiences on this relationship in this study. The structural equation modeling technique was used to analyze survey data from 650 adolescents in the W area for this survey study. The following are the key findings: First, the more positive adolescents' relationships with their parents, teachers, and peers, the lower their delinquency and the greater their satisfaction with school life. The study also discovers that delinquency experiences have a mediating effect on the relationships between parents, teachers, and peers, as well as on adolescents' school life satisfaction. Based on these findings, we present convergent intervention and practice strategies for improving adolescent school life satisfaction.