• Title/Summary/Keyword: teacher intention

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Examination of the Moderator Effect of Active Stress Coping on the Influence of Parent-Childcare Teacher Communication on Teacher's Job Stress and Turnover Intention (보육교사가 지각하는 부모와의 의사소통 수준이 직무스트레스와 이직의도에 미치는 영향: 교사의 적극적인 스트레스 대처방식의 조절효과 검증)

  • Lee, Min A;Lim, Sun Ah
    • Korean Journal of Childcare and Education
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    • v.14 no.6
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    • pp.53-67
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    • 2018
  • Objective: This study aimed to investigate the effect of parent- teacher communication on childcare teacher's job stress and turnover intention. This study also examined if the level of active stress coping used functions as a moderator in relationships among parent-teacher communication, childcare teacher's job stress, and their turnover intention. Methods: To achieve this, this study used data from 223 surveys from childcare teachers and analyzed the data with SEM and multi-group SEM analysis methods. Results: First, parent-childcare teacher communication influenced the teacher's turover intention through job stress. Second, the effect of parent-childcare teacher communication on job stress was not found in the higher-level of the active stress coping group. This was different from the significant effect in the lower-level of the active stress coping group. Also, parent-childcare teacher communication influenced teacher's turnover intention through job stress in the lower-level of the active stress coping group. In contrast, the mediation effect was not shown in the higher group. Conclusion/Implications: The results of this study show the effect of parent-childcare teacher communication on teacher's job stress and their turnover intention. Also, this study shows that the level of active stress coping could moderate the relationship among parent-childcare teacher communication, teacher's job stress, and their turnover intention.

The Mediating Effect of Job Stress on Child Care Teacher's Resilience and Turnover Intention (보육교사의 자아탄력성과 이직의도간의 관계에서 직무스트레스의 매개효과)

  • Park, Nam-Shim;Choi, Young Hee;Song, Seung-Min
    • Korean Journal of Childcare and Education
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    • v.15 no.1
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    • pp.75-89
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    • 2019
  • Objective: The purpose of this study was to examine the relationship between ego-resilience, job stress, and turnover intention of child care teachers. Methods: The collected data was analyzed using descriptive statistics, Pearson's correlation, and structural equation models using SPSS 23 and AMOS 22. The effects of a child care teacher's resilience on turnover intention as a result of job stress was indirectly evaluated by bootstrapping. Results: First, all sub-factors of a child care teacher's resilience were negatively correlated with job stress and turnover intention. Job stress was positively correlated with turnover intention. Second, job stress levels of child care teachers showed a full mediating role in the relationship between resilience and turnover intention. Conclusion/Implications: High job stress levels of child care teachers had a negative effect on the daycare field, with significant effects of job stress on resilience and turnover intention.

Comparison Analysis of School Foodservice Dietitians' Job Satisfaction, Work Value, and Turnover Intention Based on the Expectation to be a Nutrition Teacher (학교 급식 관리 영양사의 영양교사 제도에 대한 기대감에 따른 직무만족도, 근로가치관 및 이직의도의 차이 분석)

  • Cha Myeong-Hwa;Seo Sun-Hee
    • Korean Journal of Community Nutrition
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    • v.11 no.3
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    • pp.361-373
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    • 2006
  • The purpose of this study was to identify the difference of school food service dietitians' work value, job satisfaction, and turnover intention based on their expectation to be a nutrition teacher. Also, this study explored the differences in expectation to be a nutrition teacher, work value, job satisfaction, turnover intention depending on demographics and school foodservice operational characteristics. This study surveyed dietitians who worked at school foodservice in Kyunggii and Daegu Gyeoungbuk Province. A total of 509 responses were collected using on-site survey and online survey (59.3%). Dietitians expressed favorable work value ($3.88{\pm}0.34$) and mid level of a job satisfaction ($2.99{\pm}0.64$). The percentage of dietitians who had an intention to leave after the promulgation of a nutrition teacher system (13.2%) was lower than that of dietitians who had an intention to leave prior to it (23.2%). Most dietitians expected a salary rise (84.7%), more chance to teach nutrition education (76.0%), and the improvement of power not only as a teacher but as a dietitian (72.7%). Dietitians who had higher expectation levels to be a nutrition teacher (> 3 on the 5 point Likert scale) showed a higher tendency of significant turnover intention (F = 4.40, p < 0.01) and more confident work value (F = 15.292, p < 0.001) when comparing those who had lower expectations. There were significant differences in work value, job satisfaction, turnover intention, and expectation to be a nutrition teacher depending on career length and employment status of dietitians. This study revealed that school food service dietitians have favorable expectations to be nutrition teachers with high work value.

A Study on Teacher Intention to Report Child Abuse at Child Care Centers (보육교사의 아동학대 신고의도에 관한 연구)

  • Park, So Yeon;Cho, In Ju
    • Korean Journal of Childcare and Education
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    • v.15 no.2
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    • pp.1-19
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    • 2019
  • Objective: This study aims to examine the factors associated with teacher intention to report child abuse in child care centers. Methods: Data were collected from teachers at child care centers in the Jeonbuk region, using a self-administered questionnaire. In this study, 186 completed questionnaires were used to analyze the data. Results: The respondents reported their intention to report child abuse as follows: physical abuse(49.5%), emotional abuse(16.1%), sexual abuse(12.9%), and neglect(15.6%). The multiple hierarchical regression analyses revealed that participation at child abuse prevention training programs and awareness of reporting procedures were significantly associated with teacher intention to report child abuse at child care centers in Model 2. Also, attitudes towards reporting child abuse were significantly associated with teacher intention to report child abuse in Model 3. Conclusion/Implications: This study suggests evaluating chid abuse prevention training programs more accurately because the respondents who did not participate in the programs showed statistically significant higher mean scores of intention to report child abuse than who participated(1.83 vs .85). In addition, educational programs about child abuse for teachers in child care centers need to focus on changes in attitudes towards reporting child abuse, which in turn can change behavior.

Learner Interpretation of Teacher Corrective Intention of Feedback in EFL Classrooms

  • Kim, Ji-Hyun
    • English Language & Literature Teaching
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    • v.17 no.1
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    • pp.81-99
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    • 2011
  • The role of corrective feedback (CF) has long been discussed in the field of second language acquisition. It has been claimed that CF enables learners to notice the problems in their second language (L2) production. However, it should not be assumed that learners always adequately interpret teachers' responses to their problematic utterance as correction. Especially when feedback is provided in an implicit way, the possibility that CF goes unnoticed should not be excluded. In this regard, the study aims to investigate how learners perceive teachers' corrective feedback in English classrooms in Korea. The study focuses particularly on examining the relationship between type of feedback and target linguistic content with learner interpretation of teacher corrective intention. Nine classrooms were observed and videotaped. Forty-five students and nine teachers participated in stimulated recall interviews. Their comments were analyzed to document the learners' perception and the teachers' intention of feedback. It was found that learner perception of teacher corrective intention was at its greatest when feedback was provided explicitly and was focused on morphological errors.

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The Effects of a Childcare Center Director's Support for Coding Education on the Intention of Childcare Teacher's Participation in Learning Communities and the Intention to Implement Coding Education. (유아코딩교육에 관한 원장의 지지, 보육교사의 학습공동체 참여 및 코딩교육 실행 의도 간의 구조적 관계)

  • Kim, Bo Hyun;Lee, Hong Jae
    • Korean Journal of Childcare and Education
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    • v.17 no.5
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    • pp.25-41
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    • 2021
  • Objective: The purpose of this study was to analyze the effect of a director's support for coding education perceived by childcare teachers on the participation of teachers in the learning community and the intention to implement coding education. Methods: The participants of this study were 312 early childhood teachers working at daycare centers in Seoul, Gyeong-gi, and In-cheon area. The data were collected through the survey questionnaires and analyzed using a structural model to explore the relationship between variables. Results: Verifying the mediating effect of infant teacher participation in the learning community between a director's support and infant teacher's intention to implement coding education positively mediates the director's support and infant teacher's intention to implement coding education. In particular, it was discovered that the intention to participate in coding-related learning communities had the greatest impact on infant teachers' intentions to implement coding education based on total effectiveness. Conclusion/Implications: The above analysis results suggest that in order to enhance the intention of infant teachers to implement coding education, it is necessary to support the learning community related to coding education and encourage participation from infant teachers.

Emotional Labor of Infant Teachers Contributed to The Turnover Intention ; The Mediating Effect of Job Stress (영유아 교사의 감정노동이 이직의도에 미치는 영향 : 직무스트레스의 매개효과)

  • Heo, Youn Suk
    • Journal of Digital Convergence
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    • v.16 no.9
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    • pp.465-475
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    • 2018
  • This study aims to confirm whether both the emotional labour and job stress contribute to the turnover intention of infant teacher. The correlation analysis and parametric analysis were sequentially performed for our study. Analyzed results showed that the emotional labour was related to the job stress and turnover. Also, a statistical significance between the job stress and turnover intention was observed. Besides, the job stress partially mediated the relation between the emotional labour and turnover intention. Nsidering that the emotional labor of teacher caring or lived with infants occurred inevitably, our study proposed three approaches to reduce the job stress that partially mediated relation between the emotional labour and turnover intention. Generally, the infant teacher with excellent qualification produced the good education. Therefore, we suggested that the it was necessary that a work environment had been improved and working motivation was ameliorated to employ the infant teacher with excellent qualification.

The Effect of Organizational Culture and Job Satisfaction on Childcare Teachers' Intention to Change Jobs (보육교사의 이직의도에 대한 조직문화와 직무만족도의 영향)

  • Choi, Hyeyeong;Cho, Songyon;Kwon, Yeonhee
    • Human Ecology Research
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    • v.52 no.4
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    • pp.405-414
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    • 2014
  • The purpose of this study was to investigate the influences of organizational culture and childcare teachers' job satisfaction on their intention to change jobs. The participants of this study were 290 childcare teachers from the Busan and Gyeongnam areas. The instruments used in this study were the Organizational Culture Scale (4 factors with 16 items), Childcare Teacher's Job Satisfaction Scale (6 factors with 40 items), and Childcare Teacher's Intention to Change Jobs Scale (1 factor with 7 items). The data were analyzed by descriptive statistics, one-way analysis of variance, Pearson's product moment correlation, and stepwise multiple regression with SPSS ver. 21.0 software. The results were as follows: First, the higher childcare teachers' intention to change jobs, the lower was their monthly income, age, and career level, and the total number of children that they had to serve. Second, there were significant positive correlations between childcare teachers' intention to change jobs and their innovative, collective, and rational organizational culture. Further, there were significant negative correlations between childcare teachers' intention to change jobs and hierarchical organizational culture. and between childcare teachers' intention to change jobs and their job satisfaction. Finally, childcare teachers' intention to change jobs was found to be 46% about job satisfaction and organizational culture and was explained the most by the director's childcare center management. This study primarily suggests that a director's role is important in the lowering of childcare teacher's intention to change jobs.

The Verification of Mediating Effects of Childcare Teachers' Job Satisfaction on the Relationship between Their Intention to Change Jobs and the Directors' Emotional Leadership (어린이집 원장의 감성리더십과 보육교사의 이직의도와의 관계에서 직무만족도의 매개효과 검증)

  • Cho, Hye Suk;Cho, Songyon
    • Human Ecology Research
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    • v.51 no.5
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    • pp.527-535
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    • 2013
  • The objective of this study was to investigate whether childcare teachers' job satisfaction plays a mediating role between their intention to change jobs and directors' emotional leadership. The participants of this study were 282 childcare teachers in Seoul. The instruments for this study were Director's Emotional Leadership Scale (2 factors with 18 items), Childcare Teacher's Job Satisfaction Scale (K-CTJSS, 6 factors with 40 items), and Childcare Teacher's Intention to Change Jobs Scale (1 factor with 7 items). These instruments were verified by Cronbach's ${\alpha}$ as a reliability and factor analysis as a validity. The data were analysed by Pearson's productive correlation, stepwise multiple regression and path analysis by the SPSS ver. 20.0 and AMOS ver. 20.0. The results were as follows: First, there were significant negative correlations between directors' emotional leadership and childcare teachers' intention to change jobs, and between childcare teachers' job satisfaction and their intention to change jobs, whereas there were significant positive correlations between directors' emotional leadership and childcare teachers' job satisfaction. Second, the directors' emotional leadership was explained by 22% and the childcare teachers' job satisfaction was explained by 9% of their intention to change jobs. Last, the childcare teachers' job satisfaction mediated between the directors' emotional leadership and childcare teachers' intention to change jobs.

Factors Affecting Teacher Librarians' Intentions to Implement Collaborative Instruction in School Libraries (사서교사의 도서관 협력수업 실행의도 영향요인 연구)

  • Kim, Seunghee;Park, Ji-Hong
    • Journal of the Korean Society for Library and Information Science
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    • v.53 no.4
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    • pp.121-142
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    • 2019
  • The purpose of this study is to explain the teacher librarians' intentions to implement collaborative instruction in school libraries by applying theory of planned behavior. Independent variables that affect the intention to implement were set as attitudes, subjective norms, teacher efficacy, and perceived controllability. A questionnaire survey of 218 teacher librarians was conducted. As a result of the study, there was a difference in teacher librarian's intention to implement collaborative instruction in school library according to the age, the size of school and previous experience. Attitudes, subjective norms, and perceived controllability affected the intention to implement collaborative instruction. Teacher efficacy did not affect teacher librarian's intention to implement collaborative instruction in school library. The results of the study were interpreted as a mixed method by using open-ended questions. Based on the results, implication was proposed to expand collaborative instruction in school library.