• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.43-62
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• 2018

Objective: The purpose of this study was to examine the effect of child care teachers' happiness and social support on job performance. Methods: The subjects were 380 teachers employed in child care centers and kindergartens in Gyeonggi Province. Self-report questionnaires were used to investigate teachers' happiness, social support and job performance. The data were analyzed by frequency, percent, Pearson's correlation and stepwise regression with the SPSS program. Results: The results of this study were as follow. First, teachers' job performance was positively associated with teachers' happiness. The highest correlation sub-variable was purpose in life. Next were personal growth, self-acceptance, environmental mastery and autonomy. And the last was positive relationships with others. Teachers' job performance was positively associated with teachers' social support. The highest correlation sub-variable was evaluative support. Next were affective support and material support. And the last was informative support. Second, teachers' happiness and social support affected job performance. Evaluative support, which was a sub-variable of social support, affected job satisfaction. And personal growth, purpose in life, and self-acceptance, which were sub-variables of happiness, affected job satisfaction. Conclusion: This study revealed that teacher's happiness and social support were important factors for teachers job performance.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.535-544
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• 2013

The purpose of this study is to analyze the elementary teachers' professional performance about science teaching practice according to their personal variables. For this study, professional performance test was modified based on Woo's 'framework for progression and learning in the professional development of elementary teachers' science teaching practice', which included 6 elements such as 'lesson plans', 'creating the learning environment', 'inquiry', 'conceptual understanding', 'practical application', and 'assessment'. And then it conducted to 79 elementary teachers. The collected data were analyzed by the statistical package SPSS. The results of this study were as follows: There was statistically significant difference in the sub-domains of professional performance according to teachers' career, experience of training program, deciding method of exclusive subject. But there was almost no significant difference in other personal variables, such as gender, major, etc. Findings suggest that there are needs of further study about interaction effects of personal variables affecting teachers' professional performance of science teaching practice in detail.

• Korean Journal of Childcare and Education
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• v.2 no.2
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• pp.111-128
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• 2006

The goal of this study was to examine the relationship between teachers' efficacy belief and interactions between teachers and children of childcare teachers, and utilize the results as the basic data to educate of teachers. The subjects were 205 teachers at 48 childcare centers located in the Jeonlabukdo area. The results of this study are as follows: First, personal teaching efficacy and factors of interactions between teachers and children were significantly different by the types of childcare institution. Second, personal teaching efficacy was correlated positively with teachers' experiences. General teaching efficacy, personal teaching efficacy and factors of interactions between teachers and children were correlated positively with teachers' age. Third, factors of interactions between teachers and children were correlated positively with personal teaching efficacy. Lastly, personal teaching efficacy was the most powerful variable influencing interactions between teachers and children.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.95-104
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• 2014

The purpose of this study is to analyze the state of science teaching anxiety of elementary teachers for the scientifically gifted according to their personal variables such as gender, career in education and gifted education, training course for gifted education, participation in meeting related to gifted education. The subjects in this study were 64 elementary school teachers who were in charge of science gifted education. The instrument to assess their science teaching anxiety was Westerback's S-STAI, modified in this study to be suitable for science gifted education. The collected data were analyzed by the statistical package SPSS. The findings of the study were as follows: The teachers for gifted felt more teaching anxiety in gifted classes than in normal classes on the whole. There were statistically significant differences in their personal variables such as gender, career in education experience, experience of taking gifted education training courses, and participation in meeting related to gifted education. Implications related to reduce the gifted education teachers' teaching anxiety were discussed in depth.

• Korean Journal of Human Ecology
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• v.15 no.1
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• pp.45-53
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• 2006

The goal of this study is to examine the relationship between efficacy belief and role performance of childcare teachers, and also to utilize the results as the basic data for teacher education. The subjects were 205 teachers at 48 childcare centers located in Jeonlabuk-do area. The instruments employed included efficacy belief, teachers' role performance, experiences, and age. The data were analyzed by t-test, Pearson correlation, and Regression Analysis. The results of this study are as follows: First, the role of child carer was the vest performance through childcare teachers' role. Second, the role of instructor, counselor, researcher, and others was significantly different among the types of childcare institution. Third, the social position of ability and personal teaching efficacy belief were correlated positively with teachers' experience. The activeness, the social position of ability, general teaching efficacy belief, personal teaching efficacy belief, and the role of child carer, instructor, counselor, researcher, and others were correlated positively with teachers' age. Fourth, the role of child carer, instructor, counselor, researcher, and others was correlated positively with the activeness and the social position of ability, whereas it was correlated negatively with failure anxiety. Lastly, the activeness was the most powerful variable influencing teachers' role performance.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.57-80
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• 2014

The purpose of this study was to analyze the relationship between an infant teachers' efficacy and job stress by demographic variables to provide the data for improving job conditions and teacher education. For this study, teachers who work in the childcare center located in Gyeongsangbukdo participated in a survey. The questionnaire was distributed from March 11. 2013 to March 29. 2013. The results were as follows; first, an infant class childcare teachers' efficacy was above average and general efficacy was higher than personal efficacy. There were significant differences in personal variable(age, marital status) and working condition(the type of facility, average working hours, average wage, the number of children). Second, an infant class childcare teachers' job stress was above average and that depended on the economy, the infant's parents, work, infant, individual, administration, and co-workers in decreasing order of influence. The job stress was significant differences in personal variable(age, martial status, experience, number of completed training) and working variable(the type of facility, average working hours, the number of children, average wage). These results indicate that improvement in the infant class childcare teachers' efficacy is more important than anything else in promoting their job conditions.

• Journal of Family Relations
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• v.21 no.4
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• pp.99-117
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• 2017

Objectives: The purpose of this study is investigate the influences of childhood abuse experience, discipline styles and social support on childcare efficacy according to socio-demographic backgrounds of childcare teachers. Method: For this study's purpose, 200 childcare teachers working at children's schools in J city were surveyed and analyzed for child abuse experience, discipline styles, social support and childcare efficacy. Frequency analysis, t-test, ANOVA and multiple regression analysis were used as study methods. Results: The results of this study are as follows. First, there were statistically significant differences in childhood abuse experiences according to the general characteristics of childcare teachers in the sub-domain of occupational position and marriage status. Second, childcare efficacy and social support were positively correlated, and discipline styles and childcare efficacy were negatively correlated, but there was no correlation between social support and abuse experience. Third, general teaching efficacy regarding childcare efficacy showed a statistical influence of physical abuse, which is a sub-variable of childhood abuse experience. The general efficacy of teaching showed a statistically significant influence on logical discipline and coercive discipline, which are sub-variables of discipline methods. The general teaching efficacy in terms of childcare efficacy showed a statistically significant influence in the family variable which is a sub-variable of social support. The personal teaching efficacy within childcare efficacy showed a statistically significant influence in the logical discipline, a sub-variable of physical abuse, and disciple styles, a sub-variable of childhood abuse experience. Conclusion: From these findings, childcare teachers' childhood abuse experience was a factor affecting childcare efficacy in discipline, social support, and sub-variables. Therefore, it is necessary to remedy the effects of childhood abuse experience, encourage appropriate discipline styles, and to encourage social support in order to improve the childcare efficacy among childcare teachers.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.175-190
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• 2014

The purpose of this study was to examine the relationship among child care teachers' role performance and burnout, and supervisors' support. The subjects in this study were 171 child care teachers working in Gyeonggi province. Role performance questionnaire, the perceived supervisor's support scale, and the perceived burnout scale were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that both child care teachers' role performance and the perceived supervisors' support had statistically negative significant correlations with child care teachers' burnout. Secondly, role performance had statistically meaningful negative influences on child care teachers' overall burnout. Training and teaching activities as a sub-variable of child care teachers' role performance had statistically meaningful negative influences on emotional exhaustion, a lack of feeling of personal accomplishment, and overall job burnout. Thirdly, supervisors' support also had statistically meaningful negative influences on burnout. Material support as the sub-variable had statistically meaningful negative influences on emotional exhaustion, dehumanization, a lack of feeling of personal accomplishment, and overall job burnout. Evaluative support had statistically meaningful and negative influences on dehumanization and a lack of feeling of personal accomplishment. Through the results of this study, it must be indicated that it needs to promote the support of the supervisor in the various aspects and to provide a way which child care teachers efficiently perform the role in order to reduce their burnout.

• Journal of Science Education
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• v.38 no.1
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• pp.15-28
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• 2014

The purpose of this study was to analyze and compare the professionalism of elementary teachers in charge of teaching the science-gifted children, based on their personal variables, such as gender, educational career in normal class and gifted class, training in gifted education, academic degree, etc. For this study, the questionnaire was modified by referring to Choi's survey, and conducted to 98 teachers. The results of this study were as follows: In gender, the average of male teachers was significantly higher than the average of female teachers in their professionalism in gifted education. Regional difference was found in the teacher's professionalism, however, showed different aspects in the sub-domain. The teachers' professionalism in accordance with the career in education was no difference. In gifted education career, professionalism increased as high career in gifted education, especially, more than three years. As better educated, teachers' professionalism in responsibility and philosophical understanding for gifted education was increased significantly. The teachers' professionalism according to the degree of training related to gifted education was no significant difference. Overall, 'responsibility and philosophical understanding' and 'humanities-oriented quality' for gifted education were not greatly affected by teacher's personal variables in this study. Based on conclusions, implications for improving their professionalism in gifted education were discussed.

• 대한공업교육학회지
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• v.36 no.2
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• pp.181-199
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• 2011

The purpose of this study is to determine the level of key competencies and teacher efficacy of pre-service industrial teachers as related to their personal backgrounds, and to analyze the correlation between personal variables, key competencies and teaching efficacy. This will be provided as basic resources for pre-service teacher training program to improve the understanding of key competencies and teaching efficacy of pre-service industrial teachers. The results of this study are as follows. First, the teacher efficacy of pre-service industrial teachers was found to be above average (M=3.0), and teaching efficacy (M=3.41) was found to be a bit higher than personal teacher efficacy (M=3.28). Upon analyzing the significant differences of teacher efficacy resulting from background variables, it was found that gender and major had no difference while the effect of school year on teaching efficacy of teacher efficacy showed statistically significant differences. Second, the lower regions of key competencies of pre-service industrial teachers all were above the average 3.0. Gender and school year were exhibited no significant difference, and only the global competence of key competencies showed significant difference. Third, it was found that the gender and major of pre-service industrial teachers had no correlation with teacher efficacy and key competencies. On the other hand, school year variable showed significant positive correlation with teacher efficacy (r=.274) and key competencies (r=.168). Lastly, it was found that key competencies and teacher efficacy had positive correlation of r=.475.