• Journal of Korea Game Society
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• v.17 no.2
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• pp.123-134
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• 2017

The purpose of this study is to investigate how teachers' acceptance of digital games is constructed in the school context and what factors influence teachers' acceptance. To do this, we conducted a survey on teachers, school counselors, and professional counselors in August 2016. A total of 250 data were analyzed. As a result, it was confirmed that the teachers' acceptance of digital game is composed of 5 factors - need for supervision, willingness to use, concern & monitoring, acceptance as alternative activities, acceptance efficacy. As a result of multi-variate multiple regression analysis, it was found that the teacher's age, the 2 factors of digital media literacy, the teacher's attitude toward student's digital game usage, and teacher's evaluation of the impact of digital games on school achievement have different effects on the 5 factors of teachers' acceptance. This study is meaningful to identify how teachers' acceptance of digital games is constructed and to explore the main factors affecting teachers' acceptance of digital games.

• Korean Journal of Childcare and Education
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• v.15 no.2
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• pp.125-144
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• 2019

Objective: The purpose of this study was to examine the effects of early childhood teachers' music attitude and emotional leadership on their music teaching efficacy in the music education. Methods: 301 early childhood teachers answered the music attitude scale, music teaching efficacy belief instrument, emotional leadership scale, and questionnaire for socio-demographic characteristics and music experiences. Data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation analysis and hierarchical regression analysis. Results: First, early childhood teachers had a higher music teaching efficacy in case of at least 10 years of teaching experiences period, having a post-graduate degree, having a music training experience, enjoying learning musical instruments and singing and listening to music during regular music lessons, and having a long music training experience. Similar results were derived from the subfactors of music teaching efficacy. Second, there were positive correlations(r=.172-.659, p < .001) in the total and subfactors scores among early childhood teachers' music attitude, emotional leadership, and music teaching efficacy. Lastly, early childhood teachers' music attitude and their emotional leadership were explained at 39~52 percent for their music teaching efficacy. Conclusion/Implications: This study suggests that it is important for early childhood teachers' perception of their belief, knowledge and feeling about music education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.3
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• pp.1100-1108
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• 2013

This study analyzes the relationship between teachers' efficacy and difficulties on job performance depended on self-esteem. To achieve this goal, 282 child care teachers who inhabit J city responded to the questionnaire. The collected data were analyzed by Pearson correlation and multiple regression techniques using the SPSS statistics program. First, the self-esteem was closely associated with child care teachers' efficacy and difficulties on job performance. Second, the self-esteem was the strongest predictor for general teaching efficacy of child care teacher and Infant's protection and guidance also notable variables. This significant result shows the importance of self-esteem. Therefore, it is desirable to encourage child care teachers to experience and raise self-esteem.

• The Mathematical Education
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• v.62 no.3
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• pp.401-416
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• 2023

This study systematically examined the influence of preservice teachers' self-efficacy and AI anxiety, on the intention to use AI programs 'knock-knock! mathematics expedition' in mathematics lessons based on a technology acceptance model. The research model was established with variables including self-efficacy, AI anxiety, perceived ease of use, perceived usefulness, and intention of use from 254 pre-service teachers. The structural relationships and direct and indirect effects between these variables were examined through structural equation modeling. The results indicated that self-efficacy significantly affected perceived ease of use, perceived usefulness, and intention to use. In contrast, AI anxiety did not significantly influence perceived ease of use and perceived usefulness. Perceived ease of use significantly affected perceived usefulness and intention to use and perceived usefulness significantly affected intention to use. The findings offer insights and strategies for encouraging the use of 'knock-knock! mathematics expedition' by preservice teachers in mathematics lessons.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.221-246
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• 2012

This study was conducted in order to develop an aptitude test for child care teachers (ATCCT) and to analyze it in terms of both validity and reliability. The main participants in this study consisted of 710 pre-service child care teachers. The results of factor analysis identified 7 factors and 56 items which were selected from 121 items in the original scale. The seven factors were as follows; interpersonal relationship management abilities, receptiveness and responsiveness to children, creativity and personal development, the ability to form close relationships with children, the ability to supervise child safety, the sense of duty, and positive emotions. The four factors were related to social relationship. Criterion-related validity was established by using correlations between the ATCCT and the TSES (Teacher Self-efficacy Scale). The internal consistency was found to be relatively high (Cronbach's ${\alpha}$ = .94) and test-retest reliability was also established (r = .53). In addition, there were differences among pre-service child care teacher groups according to both relative levels of education and courses taught.

• Educational Technology International
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• v.25 no.2
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• pp.261-296
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• 2024

This study aims to explore how teachers perceive and experience AI in the context of education, particularly with the introduction of AI digital textbooks, and to derive AI competencies from these experiences and perceptions. To achieve this, individual interviews were conducted with five elementary school teachers who possess high expertise in AI education. Through inductive analysis, the study identified the AI competencies and behavioral indicators of teachers. The results revealed a total of eight competencies and eighteen behavioral indicators, categorized into three domains: knowledge (understanding, evaluation, instructional design), skills (utilization, management), and attitudes (self-efficacy, professional development, leadership). Based on these findings, implications for promoting the development of teachers' AI competencies were discussed.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.35-43
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• 2011

The purpose of this research is to confirm that how the support type of the assistant teacher changes the students' creativity and self-efficacy in the Robot Education, particularly Robot Edu-Camp. The study objects are 72 elementary students for 8 groups; each group has 9 students, and 4 groups of them have the assistant teachers and others are supported by giving some feedbacks for their questions or some information if they need. The assumption of this study sets up as in the following; there are no differences for the students' creativity and self-efficacy between the supporting of the assistant teachers with making robots and programing together and the giving feedbacks and information if students need. To verify this assumption, we use the nonequivalent control group in the pretest-posttest designs. The result is as in the following. There's no meaningful differences of the students' creativity by the support type of the assistant teachers. But in the self-efficacy, the groups which are giving feedbacks and information if they need have more higher level of achievement than others. The result shows that if the assistant teachers help the students directly, the students' levels of the self-direction, and control are low because they lean on the teachers. This will give you some implications to the follow-up studies about the support type of the assistant teachers in the Robot Education.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.101-115
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• 2019

Objective: The purpose of this research is to explore the influence of infant teachers' teaching efficacy and sensitivity level on organizational commitment. Methods: The subjects of the study were 206 infant teachers working in pre-schools in "Region S." In the research, a survey was given out using a teaching efficacy tool used by Hee-Kyung Kwak (2011), a teacher-sensitivity measurement scale created by Kwang-Mi Min (2014), and an organizational commitment measuring tool modified and improved by Jong-Kak Lee (2013). The collected data went through the SPSS 21.0 Win Program to gather the information regarding reliability analysis, technical statistics, correlation analysis, and multiple regression analysis. Results: First, the infant teachers' teaching efficacy was average, their sensitivity level was above average, and their organizational commitment was a little above average. Second, the infant teachers' teaching efficacy and the organizational commitment showed a static relation. The sensitivity level showed a static relation with affective commitment and normative commitment in organizational commitment. Third, the infant teachers' organizational commitment was largely influenced by general efficacy which is a subfactor in teaching efficacy, and by consistency which is a subfactor of sensitivity. Conclusion/Implications: The results of this research suggest that teachers' teaching efficacy and sensitivity level are crucial in improving their organizational commitment.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.35-53
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• 2016

The purpose of this study is for investing and analysing preservice elementary mathematics teachers' efficacy on teaching mathematics. It was measured by Kang & Kim(2014)'s instrument; MTEI (Mathematics Teaching Efficacy Instrument). The survey was conducted on a sample of 164 participants who are the 2 or 4 grade in 3 universities of education. The findings of this study are that mathematics teaching efficacy of preservice elementary mathematics teachers in South Korea is 61 percent based on 100 percent. There was no significant difference between women teachers and men teachers, department of natural science and art & humanity when highschool, 2 grade and 4 grade. But, there was the significant difference between big city and province. The social-cultural factor point was much lower than any other factors' point.

• Journal of the Korean Home Economics Association
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• v.46 no.4
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• pp.25-35
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• 2008

The purpose of this study was to investigate the relationship pattern among the children's negative and aimless behaviors, and the variables related to teachers (characteristics, stress, efficacy, and quality of teachers' behaviors). Subjects were 190, 5 year-old children and 48 teachers at 45 child care centers. The children's negative and aimless behaviors were observed with time sampling method. The quality of teachers' interaction behaviors was rated by the Assessment Scales for Day Care Programs during the free play activities. Teachers responded to the Scale for the Teachers' Job Stress and Teachers' Efficacy. The data were analyzed with descriptive statistics, Pearson's correlations, multiple regressions, and partial correlations. The results were as follows. The teachers' experience and the quality of teachers' behaviors significantly explained the children's negative behaviors. The quality of teachers' behaviors significantly explained the children's aimless behaviors. Lastly, the quality of teachers' behaviors mediated the relationship between the teachers' job stress and the children's aimless behaviors.