• Title/Summary/Keyword: social support of teachers

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The Effect of Social Support and Mindfulness of Preschool Teachers on Job Exhaustion (유아 교사의 사회적 지지 및 마음 챙김이 직무 소진에 미치는 영향)

  • Jung, Hye-jin;Cho, Sung-je
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.22 no.3
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    • pp.485-491
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    • 2021
  • This study examined the effects of preschool teachers' social support and mindfulness on job exhaustion. The study subjects were 138 preschool teachers in OO city. As an analysis method, frequency analysis, reliability analysis, and correlation analysis were performed using the SPSS 22.0 program, and multiple regression analysis was performed on the causal relationship between the variables. An examination of the effect of social support on preschool teachers on job exhaustion found that the material support factor, a sub-factor of social support, had a negative effect (-) on job exhaustion. Second, the sub-factors of mindfulness, decentered attention, and present awareness had a significant negative effect on job exhaustion. A higher the current awareness, the decentered attention of mindfulness, and the material support factor of social support perceived by preschool teachers indicated lower job exhaustion. These results provide the basic data for the preparation of measures for reducing job exhaustion of preschool teachers.

The Relationship between the Career Preparation Behavior, Parental Social Support, Career Decision Making Self-Efficacy, and the Career Maturity of the Pre-Service Elementary School Teachers (교육대학생의 진로준비행동과 부모의 사회적 지지, 진로결정자기효능감 및 진로성숙의 관계)

  • Keum, Jiheon
    • Journal of the Korean Home Economics Association
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    • v.50 no.7
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    • pp.59-66
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    • 2012
  • The purpose of this study was to identify a causal relationship in the career preparation behavior, parental social support, career decision making self-efficacy and the career maturity of the pre-service elementary school teachers. A total of 374 questionnaires were used for data analysis, excluding the 23 copies deemed insincere in response. To ensure the reliability and validity of the questions, technical statistics of the frequency, ratio, average, standard deviation, skewness, and kurtosis via PASW 18.0, item-total correlation, the totality, and the reliability analysis. The structural analysis via AMOS 7.0 in the bootstrapping method was undertaken to perform the path analysis among the variables and to assess the suitability of the model. The findings of the study led to the following conclusions: First, the causal model for the career preparation behavior, parental social support, career decision making self-efficacy, and the career maturity of the pre-service elementary school teachers is suitable to empirical analysis on research variables. Second, the career decision making self-efficacy of pre-service elementary teachers has direct effect on career preparation behavior positively. Third, parental social support of the pre-service elementary teachers has indirect effects on the career preparation behavior positively.

The Analysis on the Mediating Effects of Social Support on the Relation between Positive Psychological Capital and Happiness of Childcare Teachers in Charge of Young Children with Disabilities (장애영아담당 보육교사의 긍정심리자본과 행복감 관계에서 원장과 동료교사의 사회적 지지 매개효과 분석)

  • Jung, Dae-Young;Yoon, Hye-Jin
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.19 no.5
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    • pp.470-479
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    • 2018
  • This is an empirical study aiming to analyze the relations between positive psychological capital, social support from the school director and fellow teachers, and happiness of childcare teachers in charge of young children with disabilities. In addition, we analyze the mediating effects of social support from the school director and fellow teachers on the relation between positive psychological capital and happiness. To achieve these aims, a survey was conducted targeting 205 childcare teachers in Gyeonggi province. Results of this study are as follows: First, there were significantly positive correlations between positive psychological capital, social support, and happiness. Furthermore, positive psychological capital and social support from the school director and fellow teachers had positive effects on the happiness of childcare teachers. Second, the social support from the school director and fellow teachers had partially mediating effects on the relation between positive psychological capital and happiness. This implies that positive psychological capital and social support from the school director and fellow teachers play essential roles in the enhancement of happiness of childcare teachers.

The Effects of Teachers' Perceived Social Support and Job Satisfaction on Happiness (교사들이 지각한 사회적지지 및 직무만족이 행복감에 미치는 영향)

  • Huh, Mooyul;Jeong, Eun Young;Chun, Miran
    • Journal of Creative Information Culture
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    • v.7 no.1
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    • pp.31-41
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    • 2021
  • This study aimed to investigate the status of happiness according to the background of teachers, and to find out the effects of social support and job satisfaction on teachers' happiness. For this, the data of 249 teachers participating in the teacher training were analyzed using the Google online survey. As a result, there was no significant difference in gender or career, but elementary school teachers were found to have higher happiness than high school teachers. All the sub-factors of social support and job satisfaction were found to have positive relationship with the happiness sub-factors. In addition, in terms of the effects of social support and job satisfaction on inner happiness, teaching consciousness, autonomy, and trustworthy alliance had a positive effect on inner happiness, and the trustworthy alliance, advice, teaching consciousness on external commitment, and social belonging, Autonomy, development, and innovation had a positive effect on self-regulated happiness. It is believed that there is a need to improve the happiness of teachers using the results of this study.

The Influence of Social Support Perceived through SNS on Teachers' Adult Attachment and Occupational Satisfaction (SNS를 통해 지각된 사회적 지지가 교사의 성인애착과 직무만족도에 미치는 영향)

  • Baek, Yu-Mi
    • The Journal of the Korea Contents Association
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    • v.15 no.2
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    • pp.466-475
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    • 2015
  • This study examined the influence of social support perceived through SNS on teachers' adult attachment and occupational satisfaction. In order to do so, survey was conducted on teachers and a total of 103 sets of responses were used for final analysis. As a result of the study on social support perceived through SNS, with regards to adult attachment, it was shown that emotional support, informational support, and instrumental support have influence on attachment anxiety. With regards to attachment avoidance, emotional support was shown to have statistically effective influence. In addition, with regards to influence of social support perceived through SNS on occupational satisfaction, it was shown that emotional support and informational support have effective influence on occupational satisfaction. In conclusion and discussion, the implications and limitations of this study were suggested.

The Structural Relationship among Teacher Efficacy, Social Support, Job Satisfaction, Happiness - By Teachers' Perspectives (교수효능감과 사회적지지, 행복감, 직무만족도 간의 구조적 관계 - 교사들을 중심으로)

  • Huh, Mooyul;Shin, Hye Kyung;Chun, Miran
    • Journal of Creative Information Culture
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    • v.7 no.1
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    • pp.53-67
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    • 2021
  • This study The purpose of this study is to analyze the structural relationship among social support, job satisfaction, happiness, teacher efficacy. Participants were 249 teachers from teachers' training programs. Descriptive statistics analysis and path analysis were conducted. SPSS 22.0 and AMOS 21.0 were used. As a result of the analysis, it was found that teachers' social support had a significant effect on job satisfaction and happiness, and job satisfaction had a significant effect on happiness and teacher efficacy, but social support and happiness did not directly affect teacher efficacy. However, it was found that social support has a partial mediating effect through a sense of happiness through job satisfaction, and social support has a complete mediation effect through a sense of teacher efficacy through job satisfaction. This study is considered to be the basic data for preparing a plan to improve the teacher's sense of efficacy, an important factor in determining the quality of public education.

The Effect of Social Support from Teachers and Friends on Career Maturity of Technical Meister School Students (교사와 친구의 사회적 지지가 마이스터고 학생의 진로성숙도에 미치는 영향)

  • Shin, Kyung-Il;Kim, Seo-Jeong
    • The Journal of the Korea Contents Association
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    • v.16 no.2
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    • pp.420-431
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    • 2016
  • The purpose of this study was to examine the effect of social support from teachers and friends on the career maturity of students at technical meister high schools. The Social Support Scale adjusted by Kim, Hye-Jin(2006) and the Career Maturity Attitude Inventory Scale produced by Lee, Ki-Hak(1997) were administered. The data from 194 were ultimately included to analyze. Corrlational coefficent and multiple regression analysis were performed using SPSS 21.0 statistical package. The results were as follows. First, perceived teachers' social support was higher than friends. Second, the effect of teachers' social support on career maturity was not significant but the effect of social support from friends was found. Among sub-factors of social support from friends, emotional and informative support were found significant effect on career maturity. The implication of these results were discussed in terms of career counseling and education of technical meister high schools.

The Relationships Between the Perception of Social Support and the Adjustment to School Life of Gifted Middle School Students. (중학생 영재가 지각한 사회적 지지와 학교생활 적응과의 관계)

  • 한성희;이지현
    • Journal of Gifted/Talented Education
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    • v.12 no.1
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    • pp.97-115
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    • 2002
  • The purpose of this study were to examine:(l)gifted middle school students'perception about Support fr~mpe ople around them, (2)the types of social support, (3)the number of support, and (4)the relationships among the factors above and the students' adjustment to school life The results obtained were as follows. On the whole, gifted middle school students obtained social support and their adjustment to school of life was higher than that of average students'. The rriore the students perceived support and help around them, the more they adjusted to their schlml life. The better important relationship was that of teachers' support and the student.,' adjustment to shool life. Namely, when the students perceived their teacher(support, their adjustment to a new school was greater. This study brmrght to atterltion that the teachers' understanding of the gifted students' specific character. In addition, a close relationship between teachers and the students was to be encouraged.

Study of the Effects of Early Childhood Teachers' Social Support and Teacher Efficacy on Resilience (유아교사의 사회적 지지 및 교사효능감이 회복탄력성에 미치는 영향)

  • Park, Young Sim;Song, Hwa Jin
    • Korean Journal of Child Education & Care
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    • v.18 no.3
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    • pp.77-90
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    • 2018
  • Objective: The objective of this study is to find out the relationship among early childhood teachers' social support, teacher efficacy, and resilience, and the effects of social support and teacher efficacy on early childhood teachers' resilience. Methods: The study was conducted with 282 teachers working in kindergartens and day care centers located in Jeollabukdo, The data were analyzed using Pearson's Product-Moment Correlation Analysis, and Stepwise Multiple Regression Analysis. Results: The results of this study are as follows. First, significant positive correlation appeared among early childhood teachers' resilience, social support, and teacher efficacy. The whole social support showed positive correlation in all sub-factors of resilience, and the whole teacher efficacy did positive correlation in all sub-factors of resilience. Second, according to the results of the study of the effects of social support and teacher efficacy on early childhood teachers' resilience, personal teacher efficacy, material support, and general teacher efficacy acted as significant factors in their whole resilience. Conclusion/Implications: In conclusion, this study suggests that improving resilience should be backed up by self-improvement of teachers who are able to upgrade teacher efficacy, and social support.

A Study on the Current Situation of the Social Mentality of Primary and Secondary School Teachers in China and the Corresponding Countermeasure

  • Guo, Dan
    • Journal of the Korea Society of Computer and Information
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    • v.27 no.11
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    • pp.305-314
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    • 2022
  • In this paper, we propose a "social mentality" of primary and secondary school teachers in Anshan City, China. To conduct the study, 298 teachers in Ansan City were selected and a survey was conducted. This study adopted the method of combining literature research and questionnaire survey. The results showed that the overall level of "social mentality" of primary and secondary school teachers in Anshan was relatively high. Teachers' social support levels differed significantly from educational background, teaching section, administrative position, and school location. The path model shows the interaction mechanism between variables. It appeared that general self-efficacy and job involvement play an important role in the mechanism.