• 한국보육지원학회지
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• 제17권6호
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• pp.15-28
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• 2021

Objective: The purpose of this study was to examine the mediating effect of teacher emotional intelligence in the relationship between job environments and teacher efficacy. Methods: Participants of this study were 205 child care teachers from U-city. Correlation analysis between variables was conducted with the collected data, and regression analysis was conducted to verify the mediating effect of emotional intelligence in the relationship between the job environment of daycare centers and teacher efficacy. Results: First, there was a positive correlation between job environments, teacher efficacy, and teacher emotional intelligence. Second, job environments and teacher emotional intelligence had a significant direct effect on teacher efficacy and teacher emotional intelligence also had a significant indirect effect between job environments and teacher efficacy. Conclusion/Implications: The way to improve the quality of child care is to improve the quality of teachers. Among the teacher's competencies, it is very important to increase teacher efficacy. Teacher efficacy plays a very important role in the quality of childcare and the healthy development of toddlers and children. In order to increase teacher efficacy, policy support for the job environment and training support to increase teacher efficacy are considered necessary.

• Journal of Nutrition and Health
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• 제45권3호
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• pp.274-282
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• 2012

The objective of this study was to examine job performance and importance, and job satisfaction of school foodservice dietitians nutrition teacher in Jeonnam and Gwangju area according to the school types (elementary school, middle school, high school). A total of 646 questionnaires were distributed, 244 questionnaires were analyzed using SPSS 12.0 for a descriptive analysis, t-test and ANOVA. There were significant differences between the school dietitians' nutrition teachers' job performance and importance in all areas of the job analysis for all school types. In the foodservice management/evaluation and nutrition education area, elementary and middle school foodservice dietitian nutrition teacher showed a significantly higher performance, compared to that of high school dietitian nutrition teacher. Nutrition education was recognized by elementary and middle school dietitian nutrition teacher to be more significantly important than that of high school dietitian nutrition teacher. Elementary school foodservice dietitian nutrition teacher was most satisfied with their job condition. Dietitian working in middle school was least satisfied with the salary and compensation. These results suggest that appropriate curriculum should be structured according to foodservice dietitian nutrition teacher of the school type for improving the work efficiency. In order to increase the job satisfaction, the employment status of school dietitian should be guaranteed by the government and school officials, especially in the middle and high schools.

• 아동학회지
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• 제33권4호
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• pp.129-141
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• 2012

The aim of this study is to examine the influence of job stress and teacher efficacy on early childhood teachers' job satisfaction levels. Data from 321 early childhood teachers working in kindergarten and child-care centers located in Incheon metropolitan city were collected. The data was analyzed by means of the SPSS 18.0 package. The results of this study were as follow; first, job stress was negatively correlated with job satisfaction. Job satisfaction levels were positively correlated with teacher efficacy. Secondly, job stress had a negative influence on job satisfaction levels. Teacher efficacy had a positive influence on job satisfaction levels. Thirdly, job stress had a directly negative influence on job satisfaction levels. It was also revealed that teacher efficacy had an indirect effect on the relationship between job stress and job satisfaction levels.

• 한국보육지원학회지
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• 제14권6호
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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.

• Educational Technology International
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• 제21권1호
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• pp.69-95
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• 2020

The purpose of this research is to analyze the predictive powers of the five technostress creators - techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty - in job satisfaction and teacher efficacy of primary school teachers in Korea when they incorporated mobile technology into teaching. A questionnaire was designed to measure the level of teacher's stress from technology, job satisfaction and teacher efficacy. Data were collected from 164 teachers. Multiple regression analysis was conducted to explain which area of technostress led to varying degrees of job satisfaction and teacher efficacy. The results showed that techno-complexity alone predicted both job satisfaction and teacher efficacy. The reason why techno-complexity was the only predictor is that teachers would have first needed to understand how to incorporate mobile technology into teaching, before feeling overloaded, invaded, insecure, or uncertain about it, meaning techno-complexity precedes other constructs. Therefore, the only stress factor that affected them was how to understand the complexity of mobile technology. This calls for adequate training and support from schools and governments in order for the teachers to fully incorporate technology into teaching.

• 한국보육지원학회지
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• 제14권5호
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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.

• 수산해양교육연구
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• 제26권2호
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• pp.382-391
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• 2014

The purpose of this study was to confirm the relationship between teacher's resilience and job satisfaction and observe the mediating effect of organization in the relationship. For the study, a survey about resilience, job satisfaction, and organization was conducted on 913 elementary, middle, and high school teachers working at Busan and Ulsan. The result was statistically treated using SPSS 18.0 program. The results of this study are as follows: First, there were as positive relationships among teacher's resilience, job satisfaction, and organization. Second, the mediating effect of organization in the relationship between teacher's resilience and job satisfaction was shown by the partial mediating effect. The result of the study shows that teacher's resilience is the variables influencing job satisfaction but organization is more important variables. Therefore, it suggests to establish organizational ethical climate for active communication among school members in order to improve teacher's job satisfaction.

• 한국문헌정보학회지
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• 제53권4호
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• pp.255-283
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• 2019

본 연구는 사서교사들의 직무탈진 양상과 수준을 파악하여 직무탈진에 영향을 미치는 요인을 도출하고, 도출된 요인들의 영향 관계를 실증적으로 규명하였다. 정성적 연구를 위해 17명의 사서교사를 의도표집하여 2018년 9월 5일부터 10월 30일까지 심층면담을 진행하였다. 심층면담 내용을 분석한 결과 사서교사의 직무탈진에 영향을 주는 요인으로는 소속감, 전문 직업 정체성, 전문성 강화 기회, 사서교사에 대한 평판, 사회적 지원, 직무열의가 중요한 요인임이 밝혀졌고 이를 사서교사의 직무 특수성이라고 정의하였다. 2018년 12월 5일부터 12월 7일까지 6명의 사서교사를 대상으로 예비조사를 실시하였으며, 이후 2018년 12월 20일부터 2019년 1월 3일까지 2주 동안 웹 질문지를 통해 설문조사를 실시하였다. 총 305부가 회수되었고 이는 모두 분석에 사용되었다. 정량적 연구 결과 첫째, 사서교사의 직무 특수성 중 직무탈진에 영향을 미치는 요인으로는 전문 직업 정체성, 사서교사에 대한 평판, 사회적 지원으로 나타났다. 둘째, 사서교사의 직무 특수성 중 직무열의에 영향을 미치는 요인으로는 소속감, 전문 직업 정체성, 사회적 지원으로 나타났다. 셋째, 사서교사의 직무 특수성과 직무탈진 관계에서 직무열의의 매개효과를 검증한 결과, 전문 직업 정체성은 완전매개, 사회적 지원은 부분매개효과가 있는 것으로 나타났다.

• 한국보육학회지
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• 제19권3호
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• pp.129-140
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• 2019

본 연구는 영아교사의 전문성 인식이, 교사-영아 상호작용 및 교사의 직무만족도에 미치는 영향에 관해 알아보는 데 목적이 있다. 이를 위해 만0세~만2세반 담임을 맡고 있는 보육교사 329명을 대상으로 자기기입식 설문지 조사하였다. 분석결과는 다음과 같다. 첫째, 영아교사의 전문성, 교사-영아 상호작용, 교사 직무만족도의 수준에서 영아교사의 전문성은 돌봄의 상호작용이 가장 높고, 교사-영아 상호작용은 행동적 상호작용, 교사 직무만족도는 직무자체의 만족도가 가장 높게 나타났다. 둘째, 영아교사의 전문성, 교사-영아 상호작용, 교사 직무만족도의 관계는 모두 정적 상관관계를 보였다. 셋째, 교사 전문성은 교사-영아 상호작용에 정적 영향을 미치는 것으로 나타났으며, 교사 전문성의 하위요인 중 돌봄의 상호작용과 교사-부모-지역사회관계가 교사-영아 상호작용에 영향을 미치는 것으로 나타났다. 또한, 교사 전문성은 직무만족도에 정적 영향을 미쳤으며 교사 전문성의 아위요인 증 영아발달과 교육과정과 교사-부모-지역사회관계가 직무만족도에 영향을 미치는 것으로 나타났다.

• 한국지역사회생활과학회지
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• 제20권3호
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• pp.343-355
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• 2009

The purpose of this study was to examine the efficacy of child care and the education and the influence of job-stress on job-satisfaction of child care and education teachers. 172 child care and education teachers were chosen from 40 child care centers located in Incheon, Gyeonggido, and Seoul. Data were collected using the efficacy of child care and education index, the job-stress instrument, and the job-satisfaction instrument, and were analyzed using t-test, one-way ANOVA(Duncan test), correlation analysis and multiple regression analysis. There were significant differences in child care and education teacher's job-satisfaction according to the teacher-related variables, including the type of institution, the number of classes, the age of children, the education, the teaching experience, the income, the age of teacher, and the marital status of the teacher. Correlation analysis indicated that the teacher's efficacy of child care and education and the job-satisfaction had significant correlations, especially the satisfaction of job itself indicated high positive correlations. Job-stress and job-satisfaction of the child care and education teachers had significant negative correlations in all sub-variables, especially the stress from the working environment and the satisfaction of administration system indicated high negative correlations. It was also found that stress from the working environment, stress from the overload, stress from the peer relations, and the efficacy of child care and education were all significant predictors of the child care and education teacher's job-satisfaction.