• Korean Journal of Child Studies
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• 제26권4호
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• pp.21-33
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• 2005

Two hundred ten kindergarten teachers participated in this investigation of the relationship between kindergarten teacher's achievement orientation and teacher efficacy. Instruments were the Teacher Efficacy Scale(Lee, 2002) and the Goal Orientation Scale(Lee, 2002). Data analyzed by ANOVA and hierarchical multiple regression analyses revealed that more highly educated and older teachers were more highly oriented toward mastery goals. Teacher high in mastery and in performance orientation exhibited higher efficacy while low mastery oriented teachers were low in efficacy. The influence of performance goal orientation significantly explained the variance in teacher efficacy. The incremental explanation on teacher efficacy by achievement goal orientation after controlling for demographic variables was statistically significant.

• The Korean Journal of Community Living Science
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• 제28권1호
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• pp.115-130
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• 2017

This study was conducted to examine the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness. The sample included 308 early childhood education major students, and the data were collected using the Modified Orientation to Teach Survey (MOTS), Teaching-belief type scale, and self-directed learning readiness scale. A statistical analysis included correlation analysis and stepwise multiple regression analysis. The results were as follows: 1) analysis of the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness conveys that intellectual stimulation and self-directed learning had the strongest relationships while nature of work had the weakest. For educational belief and self-directed learning readiness, maturationism and interactionism showed significantly positive correlations while behaviorism displayed a negative correlation. Behaviorism had a significantly negative correlation with openness for challenge, a sub-factor of self-directed learning. 2) Analysis of the effect of pre-service early childhood teacher's motivations of choosing a teaching profession and educational belief on self-directed learning readiness indicates that pre-service early childhood teacher's motivations of choosing a teaching profession had a stronger effect on self-directed learning. These results suggest the following: successful performance as an early childhood teacher not only requires receiving institutionalized education but also self-directed learning while working as an early childhood teacher.

• Journal of the Korean Society of Earth Science Education
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• 제6권2호
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• pp.145-151
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• 2013

The aim of this research is clarify the relationship between concept understanding degree about the environment and environmental sensitivity and heighten understanding of environmental education target to pre-service elementary teacher. The subjects of this study are science education intensive course 65 students of B educational university. Concept understanding degree about the environment was separately investigated by 'the definition of environmental education', 'Write The positive concept of the natural environment education and briefly describe.''The negative concept of the natural environment education and briefly describe'. Next clarify the relationship between concept understanding degree about the environment and environmental sensitivity target to pre-service elementary teacher. Based on these results, propose an alternative to cultivate pre-service elementary teacher's knowledge about environmental education. Degree of understanding of the concept environmental education research results are as follows. First, Cognition degree about definition of environmental education of pre-service elementary teacher is correctly recognized generally. Second, They do not think deeply about natural environment when it comes to the positive concept of the natural environment of pre-service elementary teacher. Third, They have only a little interest in natural environment when it comes to the negative concept of the natural environment of pre-service elementary teacher. Correlation research results of degree of understanding of the concept of environmental and environmental sensitivity are as follows. High understanding degree of environmental education is high environmental sensitivity. Heighten environmental sensitivity of pre-service elementary teacher will be sustainable environmental education so education is necessary for environmental Sensitivity training.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제20권7호
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• pp.341-346
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• 2019

This study analyzed the relationship between the personality factors in pre-service early childhood teachers and teacher efficacy. To carry out the research, this experiment subjected 228 pre-service early childhood teachers in G city. The collected data were descriptive methods, Pearson correlation analysis and multiple regression using the SPSS 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the personality factors and teacher efficacy. Second, the personality factors was an important factor for predicting the teacher efficacy of pre-service early childhood teachers. Also, the explanation power of personality factors for teacher efficacy of pre-service early childhood teachers was 25%, extroversion is one of the most personality factors of infant pre-serve early childhood teacher. Therefore, according to this research, a preserves early childhood teacher training program for improvement of extraversion in personality factors is strongly desired.

• Human Ecology Research
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• 제54권3호
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• pp.293-305
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• 2016

This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제12권4호
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• pp.1646-1653
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• 2011

This research is to analyze what kinds of relationships exist between child care teachers' concerns and their role in improving children's creativity and their teaching efficacy. There are two research questions. First, what kind of relationship is shown between child care teacher's concerns and their role in improving children's creativity? Second, what kind of relationship can be shown between child care teacher's concerns and their teaching efficacy? A survey was carried out with 156 public kindergarten teachers in the J region to research these questions. The conclusions are as follows: First, child care teachers' concerns and their role in improving children's creativity had a static correlation in total as well as in part. Second, child care teacher's concerns and their teaching efficacy had a static correlation in total as well as in part. In this study, we have concretely discussed the content and methods of child care teachers' education by analyzing child care teachers' requirements.

• Journal of Fisheries and Marine Sciences Education
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• 제25권1호
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• pp.53-64
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• 2013

This study examined the relationships between the cognitions and strategies of child's problem behaviors depending on the level of preschool teacher's professional development. Participants were 176 preschool teachers in B Metropolitan city. The teachers completed rating scales to measure teacher's professional development, the perception of child's problem behaviors, and teacher's guiding strategies for child's problem behaviors. The collected data were analyzed using descriptive statistics, one-way ANOVA, and Pearson correlations. Results showed that there were different cognitions of child's problem behaviors depending on the level of teacher's professional development. Secondly, child's problem behavior guiding strategies by the level of teacher's professional development were significant differences in the positive prevention strategy I, II, and the positive reaction strategy. Finally, there were somewhat different relationship between the cognition of child's problem behaviors and the problem behavior guiding strategies according to the level of teacher's professional development. Findings are discussed in terms of the importance of teacher's professional development in the context of teacher's education planning for teacher's guiding strategy about preschooler's problem behavior.

• Korean Journal of Child Studies
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• 제27권2호
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• pp.71-84
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• 2006

This study investigated the relationship between types of attachment and social adaptation of kindergarten children. Subjects were 108 3-year-old children, their mothers, and their teachers. Results showed that children securely attached to both mother and teacher adapted better than children who were insecurely attached to both mother and teacher. Children who were securely attached to mother but insecurely attached to teacher, and children who were insecurely attached to mother but securely attached to teacher adapted better than children who were insecurely attached to both mother and teacher. This study suggests that the quality of child-mother or child-teacher attachment affects children's social adaptation with the passage of time in kindergarten.

• Korean Journal of Child Studies
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• 제31권2호
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• pp.135-150
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• 2010

This qualitative study explored the causes of student teacher stress during an early childhood teaching practicum and investigated the ways in which student teachers cope with this stress. Four student teachers in the same practicum placement were individually interviewed. The findings revealed that stress arose over a variety of concerns including both lack of professional knowledge related to the teaching practice and the challenges involved in establishing a positive relationship with their cooperating teacher, the parents and staff. The stress experienced by the student teacher was accompanied by physical symptoms such as exhaustion, fatigue, and the onset of vulnerability to colds. However, the students were found to be generally unsuccessful in managing their stress effectively. The results suggest that attempts to improve the practicum environment should be accompanied by academic interests and practical issues related to these stresses and that there is a clear need for programs designed to assist student teachers develop stress management skills.

• Korean Journal of Child Studies
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• 제29권3호
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• pp.239-252
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• 2008

This study was to explore the causal relationship among teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation. Among the 278 6th grade students (average age: 12 years) who completed a self-report questionnaire during the second term, 230 (102 boys, 128 girls) returned the completed questionnaire (overall response rate : 82.7%). Measures of teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation were based on students' perceptions. Structural equation modeling tested relationships among the variables. Findings were that teacher efficacy influenced both students' achievement goal orientation and teachers' approaches to instruction. Teacher efficacy positively influenced teachers' mastery approach to instruction and students' mastery and performance approach goal orientations, whereas teacher efficacy negatively influenced teachers' performance approach to instruction.