• Journal of Digital Convergence
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• v.18 no.11
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• pp.51-58
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• 2020

The purpose of this study was to provide research results on how teacher background variables and teacher efficacy affect the teacher's instructional behavior of elementary school teachers in student participatory classes. A survey was conducted on 122 elementary school teachers in the G area and a regression analysis was conducted to analyze the relationship of influence between variables. As a result of the regression analysis, self-regulation efficiency and task difficulty preference had a significant impact on elementary teachers' instructional behavior. As for teaching knowledge, class motivation, which are sub-variable factors in class behavior, self-regulating efficacy had a higher influence than task difficulty preference and for class communication, task difficulty preference had a higher influence than self-regulating efficacy. Based on the results of the study, we considered ways to show desirable teaching behavior of elementary school teachers in student participatory classes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.1
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• pp.248-258
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• 2019

The purpose of this study is to examine the relationship between self-leadership of teachers who conduct free-selection activities in kindergartens. In addition, we analyze the mediating effect of teacher self-efficacy. This study was conducted using data gathered through a survey conducted on 325 kindergarten teachers in Seoul and Gyeonggi-do areas from September 17 to 28, 2018. To analyze the data, the author used SPSS Statistics 22.0 and AMOS 20.0 programs to conduct reliability analysis, confirmatory factor analysis, correlation analysis, and structural equation modeling. The result of the verification of the hypothesis showed that self-leadership of kindergarten teachers who engaged in free-selection activities positively influenced self-efficacy. Self-leadership of teachers who employed free-selection activities had a positive effect on the expertise of teachers as well. Also, self-efficacy of kindergarten teachers positively affected expertise of these teachers. In addition, the self-leadership of kindergarten teachers mediated self-efficacy, so that the indirect effect on teacher expertise was statistically significant. Also, the direct effect of self-leadership on expertise of teachers was significant, which showed that the self-efficacy of the kindergarten teachers indirectly mediated the relationship between self-leadership and expertise of the teachers. This study showed that to enhance expertise of kindergarten teachers, this requires enhancing self-leadership of teachers. Also, in order to enhance the level of self-efficacy of teachers, necessary knowledge and skills that can enhance self-efficacy of these teachers in their working environment should be provided. In addition, someone who can play the role of active facilitator or helper is needed in order to enhance expertise of these teachers.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.217-232
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• 2007

The present study investigated attitudes of preschool teachers toward children's bullying behaviors and relationships between teachers' self-efficacy and attitudes toward children's bullying behaviors. The participants were 176 preschool and daycare center teachers. The results indicated that teachers perceived physical bullying more seriously than verbal or relational bullying. Teachers reported that they would intervene more intensively for children who have been targeted than for bullying children in physical and relational bullying situations. Teachers with high self-efficacy were more likely to perceive physical and relational bullying seriously than were teachers with low self-efficacy.

• Korean Journal of Childcare and Education
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• v.19 no.1
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• pp.1-21
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• 2023

Objective: The purpose of this study was to examine the structural relationship among child care center innovativeness, the early childhood(EC) teacher's digital literacy(DL), technostress and teacher efficacy. Methods: The participants were 454 EC teachers and were selected only if they had worked for more than one year. The innovativeness of childcare centers, the teacher's DL, technostress, and teacher efficacy were assessed through online self-report questionaries. Data were analyzed through ANOVA, t-test, and SEM. Results: First, DL and technostress of EC teachers differed in some ways depending on the teacher's demographic background, the characteristics of their working institution, and their educational level of digital skills. Second, the childcare center innovativeness directly had a significant positive effect on DL, technostress, and efficacy of the teachers. In addition, the effect of the innovativeness on teacher efficacy was mediated by DL and technostress of the teachers. Conclusion/Implications: The more efforts made of childcare centers for recognizing the rapid development of DL and trying to change, the better the teacher's scores of DL and the appropriate technostress were, which increases teacher efficacy. So, continuous training and education for teachers with consideration of age and teaching experience, as well as public aid to improve teachers' DL skills are required.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.209-220
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• 2007

This study explored the effects of self efficacy, classroom contextual characteristics and help-avoidance attitudes on academic help-seeking behavior. Participants were 210 4th grade students. Data were analyzed by Pearson's correlation coefficient and multiple regression analysis through the SPSSWIN 12.0. Results showed that students' self efficacy, perception of teacher behavior and goal orientations were positively related to help-seeking behaviors. Help-avoidance attitudes were negatively related to help-seeking behaviors. Cognitive efficacy and social-emotional efficacy facilitated help-seeking behaviors. Help-seeking behaviors were influenced by teacher's supportive help and expectation. Mastery goal orientations and performance-approach goal orientations promoted help-seeking behaviors but performance-avoidance goal orientations impeded help-seeking behaviors. Autonomous intention attitudes expedited help-seeking behaviors but intention based on ability diminished help-seeking behaviors.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.641-656
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• 2009

The purpose of this study was to compare Chinese-Korean adolescents' with Korean adolescents's academic achievement motivation, parental expectation, teacher expectation, self-efficacy. The object is 492 students in the middle school 2th and high school 2th grade who are from Chinese-Korean school and Korean school in Seoul and Incheon. The major results of findings were as follows: First, Chinese-Korean adolescents were more high than academic achievement motivation in Korean adolescents. Second, juniors in middle school were more positive than parental expectation in high school. Third, Chinese-Korean adolescents were more positive than teacher expectation in Korean adolescents, and juniors in middle school are more positive than ones in high school. Forth, Chinese-Korean adolescents were more high than self-efficacy in Korean adolescents.

• Journal of Korean Public Health Nursing
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• v.37 no.2
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• pp.193-204
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• 2023

Purpose: This study was undertaken to identify the association between CPR knowledge, attitude, and teacher efficacy on the performance confidence of CPR. We further investigated methods to enhance the performance ability of CPR among elementary, middle, and high school teachers. Methods: The study design was a descriptive survey conducted from October 15 to December 31, 2022, enrolling 155 elementary, middle, and high school teachers. The data were analyzed by applying Multiple regression, Pearson's correlation coefficient, one way ANOVA and Scheffé test using the SPSS/WIN 23.0 program. Results: The performance confidence of CPR among elementary, middle, and high school teachers showed a significant positive correlation with CPR knowledge (r=.49, p<.001), CPR attitude (r=.26, p<.001), and teacher efficacy (r=.25, p=.002). The factors affecting performance confidence in CPR were CPR knowledge (β=.49, p<.001), gender (β=-.26, p<.001), CPR attitude (β=.20, p=.003), health status (β=.14, p=.038), and teacher efficacy (β=.14, p=.032); these factors explained 40.5%. Conclusion: Results from the study indicate that performance confidence of CPR can be enhanced by providing frequent education on CPR knowledge and attitudes. Moreover, educational programs will aid in maintaining good health and enhance teacher efficacy.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.353-368
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• 2020

This research investigates how pre-service music teachers demonstrated pedagogical content knowledge (PCK) and self-efficacy during a 16-week Music Education Course. 37 pre-service music teachers underwent peer mentoring, and prepared teaching guides and class teaching demonstrations. At the end of the course, the 37 participants' teacher self-efficacy and PCK components (namely pedagogical knowledge, representational knowledge, subject matter knowledge, assessment knowledge, student characteristics knowledge, curriculum knowledge, and context and social knowledge) were assessed. Data on their self-efficacy and PCK were gathered through a group interview and their self-reflection journals, and analyzed as phenomenological experience research. Analyses of the data show that pre-service music teachers acquired diverse knowledge. It also showed that peer mentoring enhanced the pre-service music teachers' self-efficacy, enabling them to prepare teaching guides and confidently demonstrate classes. Thus, diverse opportunities in research and practical class demonstrations contributed to pre-service music teachers' PCK and self-efficacy.

• Journal of Digital Convergence
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• v.15 no.2
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• pp.393-403
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• 2017

The purpose of this study was to investigate the correlation on the relationship between economic level, self-esteem and teaching efficacy first, and then to investigate the mediating effects of self-esteem on the relationship between economic level and teaching efficacy. The subjects of this study were 457 students who attend two collages in Incheon and all of them were majoring in early childhood education. The collected data were analyzed through SPSS Window program. Correlation analysis and Multiple regression analysis were conducted. Results showed the there were correlation among economic level, self-esteem and teaching efficacy. Also there were mediating effects of self-esteem on the relationship between economic level and personal teaching efficacy. As a whole the result of this study showed the teaching efficacy of early childhood preservice teacher were more influenced by self-esteem than by economic level. The implication of the result were discussed with the necessity of curriculum development to improve the student's self-esteem.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.485-494
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• 2013

In child care teacher aptitude, it is identified that there is difference between male and female in sociability for the infants, but it shows that there is no difference in other field and implies that compared with gender of child care teacher, desire and qualification are more important for child care teaching. In addition,, in child care teacher aptitude, it is identified that as variable, commitment for duty expressively explicates child care teacher's professional perception, and the following things are shown as the variables to meaningfully explain the child care efficacy : creativity, self-improvement, sociability for infants, receptiveness, sensitiveness and safety management capacity significantly. Finally, it is turned out that creativity and self-improvement as main variable, expressively explains multicultural teaching efficacy. It is suggested the necessity to instruct pre-service child care teachers to possess creativity and be able to develop themselves, and improve multicultural teacher competencies.