• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.341-351
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• 2018

The study aimed to investigate the impact of teacher's occupational stress on their sense of happiness and enthusiasm for teaching profession in early childhood institutions according to their occupational stress. For these purposes, data were collected from 321 early childhood teachers in Gyeonggi province. The results of this study were as follows: First, there was a statistically significant difference in sense of happiness of early childhood teachers according to occupational stress level. Second, there was no statistically significant difference in overall enthusiasm for teaching profession according to occupational stress level, but significant differences among sub-factors. Third, as a result of examining the effects of occupational stress on sense of happiness and enthusiasm for teaching profession for early childhood teachers, all of them had a statistically significant effect, except overall enthusiasm. It is expected that this study will help to provide basic data for preparing a happy classroom environment.

• Korean Journal of Childcare and Education
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• v.12 no.5
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• pp.17-45
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• 2016

This study aimed to investigate the effect of a young children's happiness program in relation with the Nuri curriculum on young children's happiness and self-esteem. Study subjects included 37 children aged 5 (experimental group 20, comparative group 17) enrolled in A day care center and D day care center located in K district, Seoul. As for the research procedure, an experiment was conducted 48 times in 18 weeks, and the experimental group carried out the children's happiness program linked with the Nuri curriculum. In contrast, the comparative group conducted general activities focusing on the subjects according to the Nuri curriculum. Study results show that there was a significant difference amongst 9 sub-domains related to young children's happiness (health, emotion, immersion, recognition and achievement, parent-child relationship, teacher-child relationship, peer relationship, spirituality, life satisfaction) and 3 sub-domains related to self-esteem (start and spirit of independence, sociality emotionality, academic achievement). Results of this study prove that the children's happiness program in relation with the Nuri curriculum is effective for increasing young children's happiness and self-esteem, and could be used as preliminary data for the possibility of a happiness program in early childhood education settings and happiness education in the future.

• Journal of the Korean Society of Child Welfare
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• no.40
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• pp.41-71
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• 2012

The purpose of this study is to examine longitudinal impacts of various factors on happiness in primary school children. Specifically, attachment theory and ecosystems perspective were utilized for the purpose of this study. We used Korea Youth Panel Survey, which is a 5-year longitudinal data collected from fourth grade in elementary school to second grade in middle school Latent growth model was employed as the analytic method. The findings of this study are as follow: first, academic achievement, self-esteem, parent attachment, peer attachment, teacher attachment, and community attachment all decreased over the 5-year study period. Also, the intercept and the slope variance of variables were found to be statistically significant. This means that there are significant differences in the intercept and the slope of individuals. Second, self-esteem, parent attachment, and peer attachment were found to have cross-sectional influences on happiness. This means that self-esteem, parent attachment, and peer attachment are positively associated with happiness at the intercept. Also, self-esteem, parent attachment, teacher attachment, and community attachment were found to have longitudinal influences on happiness. This means that the higher levels of community attachment at the intercept is associated with slower the rate of decrease in happiness at the slope. In addition, faster rates of decrease in self-esteem, parent attachment, teacher attachment, and community attachment are associated with faster the rate of decrease in happiness. Third, this study conducted multiple group analysis with gender. The findings of this analysis revealed no significant differences in analytic models between males and females. Based on these findings, theoretical and practice implications with regard to happiness in primary school children are discussed.

• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.91-106
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• 2019

Objective: The purpose of the present study was to examine the moderating role of childcare teachers' sense of humor in the relationship between their job stress and happiness Methods: Participants were 294 childcare teachers working at 83 childcare centers located in Busan and Gyeongnam. Teachers completed a rating scale in order to examine their demographic variables, job stress, sense of humor, and happiness. The collected data were analyzed using product-moment correlation and hierarchical multiple regression. Results: Childcare teachers' job stress was negatively correlated with their happiness. And childcare teachers' sense of humor had a positive relationship with their happiness. Hierarchical regression analysis indicated that the interaction of childcare teachers' job stress and sense of humor predicted their happiness. Childcare teachers' job stress was significantly associated with their happiness among those who demonstrated the lowest level of sense of humor. Childcare teachers' job stress had no relationship with their happiness, especially for those with the highest level of sense of humor Conclusion/Implications: We suggested that having a sense of humor might be valuable for childcare teachers in order to buffer the link between their job stress and happiness.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.597-603
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• 2022

The purpose of this study was to predict self-leadership, happiness, and job satisfaction as variables affecting the quality of life of early childhood teachers, targeting 280 early childhood teachers. The research results are as follows. First, as a result of examining the level of awareness, self-leadership, job satisfaction, and happiness were found to be high in the order. Second, as a result of examining the correlations among early childhood teachers' self-leadership, job satisfaction, and happiness, positive correlations between the three variables were found. Third, the happiness of early childhood teachers was found to partially mediate self-leadership and job satisfaction. This study seeks various ways to increase the job satisfaction of early childhood teachers and provides basic data for developing teacher education programs to improve the quality of early childhood education.

• Korean Journal of Child Studies
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• v.36 no.6
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• pp.125-146
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• 2015

The purpose of this study was to examine the mediating effects of early childhood teachers' job satisfaction on the relationship between teacher's emotional intelligence and young children's happiness. The subjects in this study comprised 294 young children and 24 early childhood teachers in Busan, Gyeongsangnam-do. The findings of study were as follow: the job satisfaction of the early childhood teachers was found to have a mediating effect on the relationship between their emotional intelligence and young children's happiness. These findings suggest that in order to promote young children's happiness, it is necessary to strengthen teachers' emotional abilities and to support strategies which enhance and build up their job satisfaction.

• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.65-83
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• 2017

Objective: The purpose of this study was to examine the mediating effect of teaching flow on the relationship between director's servant leadership and early childhood teachers'happiness. Methods: The subjects in this study were 241 early childhood teachers in Busan and South Gyeongsang Province in South Korea. Three different inventories were utilized. The Servant Leadership Scale, Teaching Flow Scale and Happiness Scale were used. As for data analysis, SPSS & AMOS 21.0 and PROCESS macro were utilized. Results: First, the director's servant leadership, teaching flow and happiness of the teachers were all above average, and there was a significant positive correlation between their total scores of servant leadership, teaching flow and happiness. Second, The teaching flow was found to have a partial mediation effect on the on the relationship between director's servant leadership and happiness of the early childhood teachers. Conclusion/Implications: These results indicate that effort to promote director's servant leadership and teaching flow is needed to promote early childhood teachers'happiness.

• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.43-62
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• 2018

Objective: The purpose of this study was to examine the effect of child care teachers' happiness and social support on job performance. Methods: The subjects were 380 teachers employed in child care centers and kindergartens in Gyeonggi Province. Self-report questionnaires were used to investigate teachers' happiness, social support and job performance. The data were analyzed by frequency, percent, Pearson's correlation and stepwise regression with the SPSS program. Results: The results of this study were as follow. First, teachers' job performance was positively associated with teachers' happiness. The highest correlation sub-variable was purpose in life. Next were personal growth, self-acceptance, environmental mastery and autonomy. And the last was positive relationships with others. Teachers' job performance was positively associated with teachers' social support. The highest correlation sub-variable was evaluative support. Next were affective support and material support. And the last was informative support. Second, teachers' happiness and social support affected job performance. Evaluative support, which was a sub-variable of social support, affected job satisfaction. And personal growth, purpose in life, and self-acceptance, which were sub-variables of happiness, affected job satisfaction. Conclusion: This study revealed that teacher's happiness and social support were important factors for teachers job performance.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.65-83
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• 2018

This study examines the relationship among vocation awareness, ethical practice and happiness of daycare center director and teacher of christian, and how the vocation awareness effects the ethical practice and happiness. After a survey from 303 director and teacher of christian daycare center, correlation analysis and multiple regression analysis were done. The results are as follows. Firstly, vocation awareness, ethical practice and happiness were highly correlated. Second of all, the higher the vocation awareness, especially in purpose/meaning-presence and prosocial-motivation-presence of vocation awareness, the higher the ethical practice. Lastly, the higher the vocation awareness, the higher the happiness. The purpose/meaning-presence and prosocial-motivation-presence of vocation awareness had great influence on happiness.

• Journal of Families and Better Life
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• v.34 no.5
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• pp.69-82
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• 2016

The purpose of this study was to explore mediating effects of interpersonal competence, gratitude disposition between childcare teachers positive psychological capital and happiness. The subjects of the study were a total 231 Childcare in Seoul. The statistics program used to achieve the purpose was SPSS/PC+18.0. The statistics methods applied were pearson correlation coefficient, simple linear regression, and multiple linear regression. The major results of this study were summarized as follows: First, Positive psychological capital and interpersonal competence, and gratitude disposition from happiness was found to be positively correlated. Second, interpersonal competence had an affect on childcare teachers happiness. These effects are mediated in part by the control interpersonal competence showed. Third, gratitude disposition affects childcare teachers happiness. These effects are mediated in part by the gratitude disposition showed. These results suggest that dispositional gratitude and cognitive flexibility play an important role in the development of happiness for childcare teachers.