• Korean Journal of Child Studies
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• v.26 no.6
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• pp.111-126
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• 2005

Subjects were two teachers each with higher or with lower play teaching efficacy, and the 111 four and five-year-old children they taught. Using naturalistic observation, children's constructive play was videotaped and transcribed for 60 minutes on ten consecutive days in each classroom. Play was analyzed by level of constructive play, continuous length of play, variety of materials, enrichment of activities, and coherence of content. Constructive play of children whose teachers had higher efficacy in teaching play showed longer continuous play, used a higher variety of materials, and their play had more creative integrity. Five-year-olds exhibited longer continuous play, used a larger variety of play materials, more enrichment of play activity, and more coherence in play contents than four-year-olds.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.289-300
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• 2016

This research purposed to verify early childhood teacher's self-differentiation and self-efficacy on psychological well-being. The subjects were 293 teachers in 39 early childhood education institutions in K city and J province.The research tools for measurement have been used to self-differentiation (Je Seokbong, 1989) self-efficacy(Park Seonyeong, 2012) and psychological well-being(Ko Kyungae, 2010). The data is analyzed through t test, one-way analysis of variance, correlation, regression analysis. In conclusion, their ages of general background that have a distinction betweeen self-differentiation and self- efficacy as well as psychological well-being, these two self-defferenciation and self- efficacy have a correlation and for being affected by psychological well-being as a fluctuation. That is, teachers who have psychological struggle and anxiety are insufficient to teach young children warmly and comfortably, therefore, they should accept self and young children positively, maintain warm relationship, and develop their own ability or talent, and achieve self matureness as professionals.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.417-424
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• 2017

This study investigated the relationship between pre-service early childhood teacher's metacognition and emotional intelligence on character development efficacy. The subjects were 218 pre-service early childhood teachers at university. A questionnaire, which required self-reporting by these teachers, was used to investigate the effect of their metacognition and emotional intelligence on character development efficacy. The data were analyzed by Pearson's correlation and stepwise regression. The study results were as follows. First, metacognition and emotional intelligence exerted an effect on the character development efficacy of pre-service early childhood teachers. Second, there were significant positive correlations between the metacognition and character development efficacy of the teachers. Third, there were significant positive correlations between the emotional intelligence and character development efficacy of the teachers. Fourth, emotional comprehension of others, emotional comprehension of own, error correction, and emotional activity were meaningful and influential variables on the teachers' self-leadership. These results increased the perception for the development of pre-service early childhood teacher curriculum about character development efficacy, metacognition and emotional intelligence of pre-service early childhood teachers.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.175-185
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• 2018

Objective: The purpose of this study is to investigate the influence of teachers' demographic and sociological characteristics and the emotional support of the director and co-worker on the childcare efficacy of infant teachers. Methods: In this study, 169 Infant teachers of childcare centers have participated, where are located in Seoul and Gyeonggi-do Areas. The data was analyzed by using t-test and one way ANOVA to confirm the differences among groups, and also correlations analysis and multiple regression analysis were performed to analyze the interrelationship between variables and their effects. Results: Study outcome according to study subjects is as follows. First, we found a statistically meaningful difference in marital status and career by the differences of childcare efficacy depending on demographic and sociological characteristics of infant teachers. Second, childcare efficacy of infant teachers showed the most evident correlationship with co-workers support followed by the director's support. Third, the data also revealed that childcare efficacy of infant teachers was influenced by co-workers' support, their careers, marital status and their directors' support in order. Conclusion/Implications: In conclusion, higher levels of childcare efficacy were shown by the experienced and married early childhood teachers and the emotional support of co-workers has the greatest influence on their childcare efficacy.

• Child Health Nursing Research
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• v.15 no.2
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• pp.228-235
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• 2009

Purpose: The purpose of this study was to investigate the effects of self-efficacy and health promotion behavior in obese elementary school children. Methods: The participants for this study were 280 students from seven elementary schools, located in Chonbuk Province. For data analysis, descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and simple linear regression were used with SPSS WIN ver 15.0 Program. Results: The mean scores for self-efficacy and health promotion behavior were $2.95{\pm}0.60$ and $2.99{\pm}0.39$ respectively. There were significant positive correlations between health promotion behavior and self-efficacy (r= .614, p<.001). The main predictor of health promoting behavior in obese elementary school children was self-efficacy, which explained 37.7%. Conclusion: The findings from this study indicate a need to develop nursing intervention programs to health promotion behavior in obese elementary school children including the promotion of self-efficacy.

• Journal of the Korea Society of Computer and Information
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• v.24 no.6
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• pp.199-204
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• 2019

This study found out the influence of CCTV recognition and Self-efficacy on job satisfaction for 275 child care teachers working at daycare centers in Chungcheongbuk-do Province, and verified the regulation effect of Self-efficacy in the process. SPSS(Statistical Package for Social Science) 22.0 was used for data analysis. The results of the study are as follows: First, it was found that factors such as the guarantee of child's right, the guarantee of teachers' rights, and the self - efficacy were influential factors on the job satisfaction of the child care teachers. Second, it has been confirmed that the guarantee of teachers' rights and self-efficacy on the job satisfaction of child care teachers have a regulation effect. This study can be meaningful in that it provided basic data to enhance the quality of child care services by analyzing the factors of influence on the job satisfaction of child care teachers and presenting specific measures accordingly.

• Journal of Family Relations
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• v.21 no.4
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• pp.99-117
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• 2017

Objectives: The purpose of this study is investigate the influences of childhood abuse experience, discipline styles and social support on childcare efficacy according to socio-demographic backgrounds of childcare teachers. Method: For this study's purpose, 200 childcare teachers working at children's schools in J city were surveyed and analyzed for child abuse experience, discipline styles, social support and childcare efficacy. Frequency analysis, t-test, ANOVA and multiple regression analysis were used as study methods. Results: The results of this study are as follows. First, there were statistically significant differences in childhood abuse experiences according to the general characteristics of childcare teachers in the sub-domain of occupational position and marriage status. Second, childcare efficacy and social support were positively correlated, and discipline styles and childcare efficacy were negatively correlated, but there was no correlation between social support and abuse experience. Third, general teaching efficacy regarding childcare efficacy showed a statistical influence of physical abuse, which is a sub-variable of childhood abuse experience. The general efficacy of teaching showed a statistically significant influence on logical discipline and coercive discipline, which are sub-variables of discipline methods. The general teaching efficacy in terms of childcare efficacy showed a statistically significant influence in the family variable which is a sub-variable of social support. The personal teaching efficacy within childcare efficacy showed a statistically significant influence in the logical discipline, a sub-variable of physical abuse, and disciple styles, a sub-variable of childhood abuse experience. Conclusion: From these findings, childcare teachers' childhood abuse experience was a factor affecting childcare efficacy in discipline, social support, and sub-variables. Therefore, it is necessary to remedy the effects of childhood abuse experience, encourage appropriate discipline styles, and to encourage social support in order to improve the childcare efficacy among childcare teachers.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.49-63
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• 2017

This study aims to investigate the effect of early childhood teachers' mathematical attitude on their mathematics teaching efficacy and to prove the moderating role of pedagogical content knowledge (PCK) in mathematics, which we selected based upon previous literatures. To explore the effect of early childhood teachers' mathematical attitude on their mathematics teaching efficacy and the moderating role of PCK in mathematics between them, This study randomly sampled 500 early childhood teachers who work at child care centers and kindergartens in Seoul, Kyunggi province and Kangwon province and collected their responses by questionnaires. Mathematics teaching efficacy was measured with mathematics teaching efficacy scale for early childhood teachers developed by Luo (2000) and translated by Jung (2001a). Mathematical attitude was measured with Smith (2000)'s scale which we translated for this study. To measure the pedagogical content knowledge in mathematics, we revised Hong(2012)'s scale to be applicable for early childhood teachers. Direct effect of mathematical attitude on mathematics teaching efficacy and the moderating effect of PCK in mathematics were analyzed by multiple regression analysis using IBM SPSS 21.0. Study results demonstrated the significant direct effect of mathematical attitude on mathematics teaching efficacy. Also, the moderating effect of PCK in mathematics was also proved to be significant. That is, if the teacher has high level of pedagogical content knowledge in mathematics, the positive effect of mathematical attitude on mathematics teaching efficacy was even more enhanced. This results supports the current finding where PCK in mathematics functions as a moderating variable between mathematical attitude and mathematics teaching efficacy. Thus, our study is expected to provide relevant contents that should be covered during teacher education, which aims to improve early childhood teachers' mathematics teaching efficacy.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.57-80
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• 2014

The purpose of this study was to analyze the relationship between an infant teachers' efficacy and job stress by demographic variables to provide the data for improving job conditions and teacher education. For this study, teachers who work in the childcare center located in Gyeongsangbukdo participated in a survey. The questionnaire was distributed from March 11. 2013 to March 29. 2013. The results were as follows; first, an infant class childcare teachers' efficacy was above average and general efficacy was higher than personal efficacy. There were significant differences in personal variable(age, marital status) and working condition(the type of facility, average working hours, average wage, the number of children). Second, an infant class childcare teachers' job stress was above average and that depended on the economy, the infant's parents, work, infant, individual, administration, and co-workers in decreasing order of influence. The job stress was significant differences in personal variable(age, martial status, experience, number of completed training) and working variable(the type of facility, average working hours, the number of children, average wage). These results indicate that improvement in the infant class childcare teachers' efficacy is more important than anything else in promoting their job conditions.

• School Mathematics
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• v.18 no.4
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• pp.857-880
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• 2016

The development of teacher's professionalism through teacher education is a key element in the improvement of school education. However, there has been criticism that the mathematics teacher education in Korea do not provide given enough opportunities for the classroom experience during preservice teacher education period. For development of inservice mathematics teachers and preservice teachers' teaching professionalism, this study develops a research community for mathematics classroom consisting of experts, inservice mathematics teachers, and preservice teachers. And the study explores the possibilities of the model as an educational space for inservice teachers and preservice teachers by participating in a series of courses such as task development and revision, and observation and analysis of classes. As results, inservice teachers and preservice teachers were able to enhance the practical experience and understanding necessary for the class, and they were also positively influenced in teacher efficacy and view of teaching on the model. Based on this, we suggest the possibility of the model as a teacher education system.