• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.283-297
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• 2019

The purpose of this study was to investigate the relationship between university life satisfaction and resilience to happiness and university life satisfaction. The subjects of this study were 249 pre-service early childhood teachers in Seoul and Gyeonggi province. The statistical analysis of this study was analyzed using the SPSS V. 22.0 program. The results of the study are summarized as follows. First, pre-service early childhood teachers' perceived resilience, happiness, and University life satisfaction were generally considered to be 'normal'. Second, the relationship between the resilience and happiness of pre-service early childhood teachers showed that the higher the resilience, the higher the level of happiness. Also, resilience showed statistically significant effect on happiness and 69% of happiness. Third, the relationship between resilience of pre-service early childhood teachers and university life satisfaction showed that the higher the resilience of resilience, the higher the satisfaction of University life. Also, resilience showed a significant effect on university life satisfaction and 68% of happiness. This study is meaningful in that the resilience of pre-service early childhood teachers proves to be an important factor in the happiness and the University life satisfaction, which are related to quality of life of pre-service early childhood teachers.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.55-72
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• 2015

This study investigated the relationship between the ecological literacy and the sense of happiness of child day care teachers. One hundred twenty -five child care teachers in the Incheon and Kyunggi areas were participated in this study. Data responses from day care teachers were analyzed sing SPSS 17. The results were as follows. First, generally, there was a significant difference in ecological literacy depending on child day care teachers' carre, experiences in early childhood, and in-service teacher program. However, there was no difference in ecological literacy except in ecological literacy attitude depending on child day care teachers' academic area. Second, there was a correlations between the ecological literacy and the sense of happiness of child day care teachers. This study will provide basic information to better understand the relationship between the ecological literacy and the sense of happiness of child day care teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.130-143
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• 2019

The purpose of this study is to identify factors of 25~36 months old infant's happiness and to develop a scale to measure infant happiness. The subjects were 250 infants aged 25~36 months. The results of this study are as follows: First, the components and items of infant's happiness scale selected through the literature, the previous measurement tool, and the focus group interview were 8 components and 29 items. The items were composed of 4 items of problem behavior, 4 items of achievement through immersion, 4 items of relationship with friends, 4 items of relationship with teacher, 3 items of physical environment, 4 items of positive emotion, 3 items of negative emotion, and 3 items of health. Second, as a result of validation of validity for infant's happiness scale, the item fit was confirmed with CFI=0.89, TLI=0.88, and RMR=0.05. Also, the construct validity was confirmed with convergent validity and discriminant validity. The concurrent validity was significantly correlated with the components of the previously developed measurement tools, and the reliability was appeared with 0.71-0.89. The infant's happiness scale developed in this study ensured reliability and validity as a measurement to measure infant happiness. Therefore, this scale is expected to be used as a major test tool to develope and verify a program for promoting infant happiness.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.31-41
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• 2021

This study aimed to investigate the status of happiness according to the background of teachers, and to find out the effects of social support and job satisfaction on teachers' happiness. For this, the data of 249 teachers participating in the teacher training were analyzed using the Google online survey. As a result, there was no significant difference in gender or career, but elementary school teachers were found to have higher happiness than high school teachers. All the sub-factors of social support and job satisfaction were found to have positive relationship with the happiness sub-factors. In addition, in terms of the effects of social support and job satisfaction on inner happiness, teaching consciousness, autonomy, and trustworthy alliance had a positive effect on inner happiness, and the trustworthy alliance, advice, teaching consciousness on external commitment, and social belonging, Autonomy, development, and innovation had a positive effect on self-regulated happiness. It is believed that there is a need to improve the happiness of teachers using the results of this study.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.127-141
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• 2017

Objective: The purpose of this study was to figure out early childhood teachers' perception on rights of young children and what they do to implement the perceived rights of young children in early childhood settings. Methods: Two individual and two group interviews were conducted. First, individual interviews were held with one childcare center teacher, and then interviews were held with one kindergarten teacher. Both group interviews were conducted with three different kindergarten teachers. All interviews were held two times. Recorded and transcribed interview data were analyzed. Results: The results are as follows. First, participants perceived rights as natural, protective, expressive, equally respectful, and joyful but understood differently from that of adults due to developmental status of young children, which included rights to life, equality, participation, protection, and happiness. Second, teachers remarked that they used strategies to project young children's emotions to implement perception on rights to life and happiness, discern deprivation from violation for rights to protection and equality, and set rules and have double standards utilizing resources around, for rights to participation. Conclusion/Implications: These results have implication for organizing contents for rights education for early childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.470-479
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• 2018

This is an empirical study aiming to analyze the relations between positive psychological capital, social support from the school director and fellow teachers, and happiness of childcare teachers in charge of young children with disabilities. In addition, we analyze the mediating effects of social support from the school director and fellow teachers on the relation between positive psychological capital and happiness. To achieve these aims, a survey was conducted targeting 205 childcare teachers in Gyeonggi province. Results of this study are as follows: First, there were significantly positive correlations between positive psychological capital, social support, and happiness. Furthermore, positive psychological capital and social support from the school director and fellow teachers had positive effects on the happiness of childcare teachers. Second, the social support from the school director and fellow teachers had partially mediating effects on the relation between positive psychological capital and happiness. This implies that positive psychological capital and social support from the school director and fellow teachers play essential roles in the enhancement of happiness of childcare teachers.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.71-84
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• 2019

Objective: This study examined the how childcare teachers' happiness and self-leadership influences on respect for young children's rights. Methods: For this purpose, 350 childcare teachers in G city were surveyed. Data of 291 copies as final research subjects were analyzed through one-way ANOVA and hierarchical regression analysis. Results: First, external and self-regulating happiness sub-factors of happiness, differed according to the academic background. Behavioral and cognitive strategies, the sub-factors of self-leadership, differed according to the academic background and career. The right to life, right to protection, development rights, and participation rights, which are sub-factors of respect for young children's rights, differed according to the academic background and career, and the development rights differed depending on the type of childcare center. Second, there was a significant positive correlation among the happiness, self-leadership and respect for young children's rights. Third, the happiness and self-leadership of childcare teachers have a significant effect on the respect of young children's rights. Conclusion/Implications: This study is to confirm the necessity of efforts for institutional and educational measures to promote the happiness and self-leadership of childcare teachers as part of efforts to raise childcare teachers who are highly aware of the need to respect young children's rights.

• The Korean Journal of Elementary Counseling
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• v.11 no.2
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• pp.219-235
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• 2012

The purpose of this study was to identify the factors of school happiness of elementary students by implicit theory. For this purpose, 192 items for happiness were constructed based on 76 5th and 6th elementary students' free descriptions. Then 75 items were selected for preliminary factor analysis based on item appropriateness by evaluation of 28 elementary teachers. The happiness inventory composed 136 items was administered to 155 students and 36 items were selected based on exploratory factor analysis results. 4 factors-optimism, positive peer-relationship, self-esteem, consideration, and teacher-relationship-were extracted by principal component analysis. The confirmatory factor analysis indices indicated that 4 factor model of happiness was fit. The reliability(Cronbach's ${\alpha}$) was .996.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.578-585
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• 2020

The purpose of this study was to investigate the Effects of Happiness on Organizational Commitment According to the Socio-demographic Characteristics of Teachers of Infants and Toddlers. The study subjects were 167 infant teachers in Ulsan. The collected data were analyzed through frequency analysis, reliability analysis and correlation analysis on SPSS 22.0 program, and multiple regression analysis was conducted for the causal relation between variables. The analysis results revealed that self-regulating happiness, a sub-factor of happiness of infant teachers, had a significant effect on their affective commitment, but factors of internal and external happiness did not significantly affect affective commitment. Second, self-regulating happiness had a significant effect on their continuance commitment. Third, the self-regulating happiness had a significant effect on their normative commitment. This study is considered to provide the basic data for preparing a practical intervention plan for improving the organizational commitment of infant teachers.

• Industry Promotion Research
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• v.8 no.4
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• pp.81-89
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• 2023

This study aims to provide basic data to increase the happiness of college students by verifying whether a growth mindset moderates the mediating effect of teachers' autonomy support for students in the relationship between academic achievement and happiness. The survey subjects were intentionally sampled from 396 engineering students attending a university in Guangzhou who performed a business practice project. The questionnaire method was used to collect data, and the collected data was analyzed using SPSS PC+ Win. 27.0 and PROCESS macro 4.2. The applied statistical techniques were frequency, reliability, correlation, and moderated mediation effect analysis. The research results are as follows. First, there was a significant positive correlation between academic achievement, teachers' autonomy support, growth mindset, and happiness. Second, a growth mindset played a role in increasing the impact of academic achievement on happiness through teachers' autonomy support. Therefore, it was confirmed that a growth mindset increases the mediating effect of teachers' autonomy support in the relationship between academic achievement and happiness. Based on the research results, measures to improve the happiness of college students were suggested.