• Journal of Digital Convergence
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• v.18 no.11
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• pp.51-58
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• 2020

The purpose of this study was to provide research results on how teacher background variables and teacher efficacy affect the teacher's instructional behavior of elementary school teachers in student participatory classes. A survey was conducted on 122 elementary school teachers in the G area and a regression analysis was conducted to analyze the relationship of influence between variables. As a result of the regression analysis, self-regulation efficiency and task difficulty preference had a significant impact on elementary teachers' instructional behavior. As for teaching knowledge, class motivation, which are sub-variable factors in class behavior, self-regulating efficacy had a higher influence than task difficulty preference and for class communication, task difficulty preference had a higher influence than self-regulating efficacy. Based on the results of the study, we considered ways to show desirable teaching behavior of elementary school teachers in student participatory classes.

• Journal of the Korean Society of School Health
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• v.26 no.3
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• pp.184-194
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• 2013

Purpose: The purpose of this study was to investigate predictors of behavior problems of military children in elementary school. Methods: Participants were 195 military children who were attending D-elementary school in C-city. Data were collected from July 8 to July 10, 2013, using self-report questionnaires which included Han's Externalized Behavior Problems Scale, Lee's Parent's Rearing Attitude Scale, and Hong's Friend/Teacher Support Appraisal Scale. Data analysis was performed using the SPSS/WIN 18.0 program, which included the t-test, the one-way ANOVA, Pearson correlation coefficients, and the multiple liner regression analysis. Results: The mean score of the subjects' behavior problem was 1.47/5.0 points. The degree of the score is similar to or slightly lower than that of ordinary children. There were statistically significant differences in behavior problems according to gender, grade, birth order and economic status. Behavior problems have a negative correlation with parent's rearing attitude, parent-child relationship, teacher's support, and friend's support. Influencing factors of behavior problems were teacher's support, father-child relationship, and mother's rearing attitude, which explained 20.6% of the variance. Conclusion: The finding of this study suggests there is a need to increase teacher's support for elementary students and to educate parents to improve their parenting skills by developing proper school health programs.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.31-53
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• 2013

This study was to examine the effects of young child's temperament, emotion regulation and teacher-child relationships on young children's prosocial behavior. The subjects of this study were 374 3- 5-year old children and their teachers. The collected data were analyzed by t-test, correlations and pathway analysis. The results were as follows: First, girls' prosocial behavior was found to be higher than boys'. Second, boys' and girls' temperament were found to affect young children's prosocial behavior directly and indirectly through teacher-child relationship and emotion regulation. Third, teacher-child relationships was found to affect boys' prosocial behavior directly and to mediate between boys' temperament and emotion regulation and prosocial behavior. Additionally emotion regulation was found to be the most important variable predicting boys' and girls' prosocial behavior and to mediate between temperament and teacher-child relationship and prosocial behavior.

• 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.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.561-573
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• 2003

The teacher plays important role at students' achievement. This study analyses science class by pre-service science teacher. An survey tool for analysis of science class was composed of the lesson, student behavior, teacher behavior and questioning techniques. Pre-service science teacher analyzed the science class of 100 science teacher. The results of this study showed that pre-service science teacher analysis that current science class did not focused on inquiry-oriented. The score of science class did not statistically significantly difference by science teacher's characteristics as gender and age. Also, they analyses that science teacher use concept-oriented and teacher-oriented method.

• Korean Journal of Child Studies
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• v.27 no.1
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• pp.17-30
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• 2006

The goal of this research was to clarify how a child's maladjustment affects the teacher-child relationship and leads to teaching stress. Subjects were 178 teacher-child pairs in kindergartens or day care centers. The child was 3 to 5-years-old and perceived by its teacher as having maladjusted behavior. Teachers responded to the Index of Teaching Stress(Greene, Abidin, & Kmetz, 1997) and the Student-Teacher Relationships Scale(Pianta 1991). The maladjusted behaviors observed by teachers were correlated with each other. ADHD was the biggest problem perceived by teachers. Most fields of maladjusted children's behaviors caused stress to teachers except those of intellectual deficit and academic Problems. Frustration peaked during the teaching process. More severely maladjusted behaviors resulted in greater conflict in teacher-child relationships.

• Human Ecology Research
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• v.57 no.3
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• pp.419-430
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• 2019

This study examined the influences of middle school students' affective empathy and guilt-proneness on defending behavior against bullying and investigated if class climate (teacher support and student support) had moderating effects. The participants consisted of 163 second to third grade students (77 boys and 86 girls) in Seoul and Gyeonggi-do. The data were analyzed with descriptive statistics, Pearson's correlation, and hierarchical regression. Moderating effects were examined using multiple regression analysis. The results of this study indicated that guilt-proneness, teacher support, and student support had significant effects on the defending behavior of middle school students. The higher the level of guilt-proneness, the higher the level of defending behavior. Defending behavior was also higher when students perceived a belongingness to a classroom where their teacher and students provided support. However, affective empathy had no effect on defending behavior. Second, teacher support moderated the relation between guilt-proneness and defending behavior. The effects of guilt-proneness on defending behavior against bullying were greater when teacher support was high compared to low. The results suggested that guilt-proneness and classroom climate play important roles in increasing defending behavior in middle school students. Some implications for future research were also discussed.

• Korean Journal of Child Studies
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• v.27 no.2
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• pp.71-84
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• 2006

This study investigated the relationship between types of attachment and social adaptation of kindergarten children. Subjects were 108 3-year-old children, their mothers, and their teachers. Results showed that children securely attached to both mother and teacher adapted better than children who were insecurely attached to both mother and teacher. Children who were securely attached to mother but insecurely attached to teacher, and children who were insecurely attached to mother but securely attached to teacher adapted better than children who were insecurely attached to both mother and teacher. This study suggests that the quality of child-mother or child-teacher attachment affects children's social adaptation with the passage of time in kindergarten.

• The Korean Journal of Community Living Science
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• v.22 no.4
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• pp.679-688
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• 2011

Using data from an ongoing study of 170 children aged 4-6 years in low-income families, this study tests how mothers' parenting behaviors and teacher-child relationship influences the adjustment to child-care centers of young children. The mothers' parenting behaviors were measured by the mothers of surveyed children, while the teacher-child relationship and children's adjustment were rated by teachers. Measurements were recorded from using the Iowa Parent Behavior Inventory(Crase et al. 1987), Student-Teacher Relationship Scale(Pianta et al. 1995) and the Adjustment to Child-care Centers Scale(Lee 2004). The collected data was analyzed by hierarchical regression using the SPSS Program. Results indicate that mothers' parenting behaviors in the low-income families controlled characteristics of children and are positively associated with one area of early school adjustment, learning readiness. In other words, mothers who are more involved and demonstrate supportive parenting, have children with better learning readiness. The teacher-child relationship is strongly related to all areas of children's adjustment. The interaction effect of parenting behaviors and the teacher-child relationship on children's learning readiness is observed. These results highlight the importance of the teacher-child closeness as well as the quality of parenting behaviors during the preschool period for the low-income family in improving early school adjustment.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.453-470
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• 2019

This study aimed to investigate how teacher's attitude toward violence affect students who experienced bullying victim in their role in making peer-to-peer violence deepen, and how students who experienced the bullying victim react to show aggression, and the aggression is blocked by teacher's attitude toward violence, resulting in decrease of doing the bystander's negative behavior. By conducing this study, this study ultimately aimed to ensure that the teacher's attitude toward violence is very important in preventing peer bullying in the classroom. To achieve this aims, this study conducted a survey of 820 fourth, fifth and sixth graders in 40 classes at 10 elementary schools and limited only 365 of the respondents who reported experiencing peer bullying victim. This study utilized the structural equation modeling method to analyze the data. The results were as follows. First, it showed that the lower the bystander's negative behavior in victims who experienced peer bullying, and the lower the responsive aggression reacted from the peer bullying, when the teacher shows an unacceptable attitude toward violence. Teacher's attitude toward violence also appears to affect peer bystander's negative behavior by mediating peer bullying victim's reactive aggression, indicating that the teacher's attitude toward classroom violence may reduce the aggression of students from the experience of victimization, and consequently prevent the classroom from becoming more leprosy by reducing peer bullying.