• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.167-186
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• 2018

Objective: The purpose of this study was to explore the structural analysis of the relationships among principals and fellow teacher's emotional support, teacher's active motivation for choosing the teaching profession, self-leadership, and child care efficacy and commitment. Methods: Data were collected from 465 child care teachers and analyzed by means of structural equational modeling(SEM). Results: First, principals and fellow teacher' emotional support was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through teacher's self-leadership. Second, teacher's active motivation for choosing the teaching profession was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through self-leadership and child care efficacy. Third, teacher's self-leadership was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through child care efficacy. Fourth, teacher's child care efficacy was to found have a direct effect on teacher's child care commitment. Conclusion: These results suggest the need for a great deal of utility to improve teacher's child care commitment.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.95-119
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• 2013

The study uses a qualitative research method for an in-depth study on child care practice for preliminary child care teachers. The study shows firstly that prior to practice, a preliminary child care teacher expects to perform a dual role. The preliminary child care teacher conceives an unequal, vertical relationship with a practice guidance teacher and serves as someone between a teacher and a friend to children, while perceiving the facility head as a mediator and practice colleagues as companions. Secondly, the preliminary child care teacher performed a triple role, while the practice guidance teacher played the role of a preliminary child care teacher. A preliminary child care teacher has mutually supportive interaction with a practice guidance teacher and serves as someone between a teacher and a friend, while acting as an important supporter to the facility head and as an uncomfortable competitor to a practice colleague. Thirdly, when a practice is completed, a preliminary child care teacher feels satisfied and sorry, while emphasizing a balance between theory and practice in a curriculum. The purpose of the current study lies in figuring out the needs for child care practice for a preliminary child care teacher who is the subject in child care practice to suggest improvements for a qualitative enhancement of child care practice.

• Korean Journal of Childcare and Education
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• v.14 no.5
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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.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.69-88
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• 2018

Objective: The purpose of this study was to examine the relationships between child care teachers' mindfulness, burnout, and sensitivity. Also, the effects of child care teachers' mindfulness on teacher sensitivity, including the mediating effects of burnout, were investigated. Methods: A total of 263 child care teachers who work in Seoul, Gyeonggi and Incheon participated in this study. Data were analyzed by correlations and regressions using SPSS 21.0. Results: First, there were significant correlations between child care teachers' mindfulness, burnout and teacher sensitivity. Second, the relationship between mindfulness and teacher sensitivity was partially mediated by burnout. To be specific, mindfulness not only had a direct effect on teacher sensitivity, but also had an indirect effect on teacher sensitivity through burnout. Among the three dimensions of burnout, the decrease of personal accomplishments had the biggest significant mediation effect on the relationship between mindfulness and teacher sensitivity. Conclusion/Implications: In conclusion, this study highlights the importance of mindfulness in reducing burnout and enhancing teacher sensitivity toward children. Also, this research has implications for future research regarding the mindfulness of child care teachers and offers a foundation for the development of mindfulness training programs for child care teachers.

• Korean Journal of Childcare and Education
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• v.16 no.4
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• pp.73-92
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• 2020

Objective: The purpose of this study is to examine occupational safety accidents of child care teacher and to suggest preventive measure in occupational safety health and safety for child-care teacher. Methods: We investigated laws, policy, and previous studies related occupational safety and health for child care teacher. Especially, we reviewed the legal definition of child-care teacher to identify whether Occupational Safety and Health acts cover child-care teacher. Also cross tabulation and a qualitative analysis were conducted for occupational accidents in child care centers from 2013-2018. Results: Safety and health related policies to protect child care centers have been carried out by child care Center Safety and Insurance Association and the Child Care Support Center, but it has mainly been functioned to protect children excluding child care teacher. The most occupational accidents occur in worker aged 40s. The most type of occupational accident were falling down on the floor and surface. Also we could find that there is a high risk of falls, and musculoskeletal disorders through qualitative analysis on occupational accidents cases of child-care teacher. Conclusion/Implications: We suggest to improve the system for protecting child care workers including strengthening occupational safety and health education for child care workers, expanding coverage of national project to prevent occupational accidents.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.485-494
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• 2013

In child care teacher aptitude, it is identified that there is difference between male and female in sociability for the infants, but it shows that there is no difference in other field and implies that compared with gender of child care teacher, desire and qualification are more important for child care teaching. In addition,, in child care teacher aptitude, it is identified that as variable, commitment for duty expressively explicates child care teacher's professional perception, and the following things are shown as the variables to meaningfully explain the child care efficacy : creativity, self-improvement, sociability for infants, receptiveness, sensitiveness and safety management capacity significantly. Finally, it is turned out that creativity and self-improvement as main variable, expressively explains multicultural teaching efficacy. It is suggested the necessity to instruct pre-service child care teachers to possess creativity and be able to develop themselves, and improve multicultural teacher competencies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5143-5151
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• 2015

This study desires to examine the factors of educational beliefs and child-care commitment of preservice child-care teachers affecting teacher efficacy. To achieve such study purpose, a questionnaire was used targeting 239 preservice child-care teachers in I City. For response results, first, preservice child-care teachers appreciated a belief for maturity in educational beliefs, educational love in child-care commitment, and teaching strategy and students' participation in teacher efficacy the most. Second, there is a statistically meaningful correlation in educational beliefs, child-care commitment, and teacher efficacy of preservice child-care teachers. Third, educational beliefs and child-care commitment of preservice child-care teachers have a positive effect on teacher efficacy. Through such study results, it is thought that role and importance of child-care teachers are appreciated, and various studies should be proceeded to ensure internal stability for professionalism awareness of child-care teachers for improvement of fine child-care service.

• Human Ecology Research
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• v.55 no.3
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• pp.221-232
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• 2017

This study analyzes the motivation for selecting child-care profession, job environment, director's transformational leadership associated with child-care center teacher's (lead teacher and head teacher) role performance. The subjects of this study were 336 teachers (lead teacher and head teacher) who worked in a child-care center located in Seoul and Gyeonggi-do. Data were collected through self-report questionnaires. Collected data were analyzed using the IBM SPSS Statistics ver. 23.0 program using t-test, F-test, analysis of variance, post-hoc analysis (Duncan), Pearson's correlation analysis, and multiple regression analysis. The results of the study are as follows. First, the study inquired on if the child-care center teacher's general characteristics (year) influence the child-care center teacher's role performance. Consequently, significant differences were not found in overall role performance according to teacher's career but not in the child-care center teacher's age, academic ability, and licensing. Second, the motivation for selecting profession (teaching aptitude, teacher's desire for social respect, and possibility of self-realization), job environment, and director's transformational leadership had a significant positive correlation with overall role performance. The motivation for selecting profession (without motives) had a significant negative correlation with overall role performance. Third, the strongest predictors of 'overall role performance' were teaching aptitude, variable of motivation for selecting child-care profession, and director's transformational leadership variable.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.119-139
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• 2020

Objective: This study aims to identify career decisions based on the variables associated with child care practice and to identify how each factor in the child care teacher's career decisions affects the prospective child care teacher's career decisions affects the prospective child care teacher's career decisions, and to what extent they are able to explain their career decisions to the prospective child care teacher. Methods: Data were analyzed through partial correlation and hierarchical regression. Results: Both the institutional and school variables involved in child care practices were found to have significant static implications for career decisions. The relative explanatory power of these variables has been shown to be significant in practical satisfaction. Conclusion/Implications: The results of the study that the practical satisfaction level, which is the institutional variable related to child care practice, significantly affects the career decisions of prospective child care teachers, recognize the importance of the child care practice in practical institutions where prospective child care teachers practice and suggest appropriate child care practice based on their understanding of the trainee.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.45-58
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• 2005

The purpose of this study was to find out teacher's variables that made difference between teacher's efficacy for early childhood care and education and general self-efficacy, and to explore variables influencing in teacher's efficacy for early childhood care and education. In this study, 212 inservice teachers in edu-care centers completed and analyzed. Efficacy for Child Care and Teaching(ECCT) and general self-efficacy scale. Age, status in working place, years of experience, and participation in decision-making of working place were found as important variables in teacher's efficacy for child care and education, and general self-efficacy. And status and participation in decision-making of working place were found as important variables in explaining teacher's efficacy for child care and education.