• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.171-185
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• 2016

The purpose of this study is to investigate the pervasive MBTI psychological preferences of childcare teachers and to examine the effects of MBTI psychological preferences and teachers' educational beliefs on childcare teachers'self-efficacy. The participants of this study were 141 childcare teachers. An independent samples t-test, Pearson's productive correlation, and step-wise multiple regression were employed to analyze the data. The results are as follows: First, Depending on the MBTI psychological preferences trends in childcare teachers, there were differences in self-efficacy. Second, personality type Sensing(S) was positively correlated with preference for easy tasks. Personality type Thinking(T) was negatively correlated with behavioral education belief, and was positively correlated with interactional education belief, self-regulated efficacy and total score of self-efficacy. Personality type Judging(J) was positively correlated with interactional/maturational education belief and self-regulated efficacy. Third, interactional education belief and MBTI psychological preferences of childcare teachers had asignificant influence on self-efficacy.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.957-969
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• 2023

The aim of this study was to examine the effect of motivation of choosing the teaching profession, teaching personality, grit on flourishing of pre-service early childhood teachers. The study was conducted with 112 pre-service early childhood teachers of a university in City H, Gyeonggi Province. Using multiple regression analysis, the study found that the motivation of choosing the teaching profession, teaching personality, and grit of pre-service early childhood teachers all had significant effects on flourishing. Among these variables, teaching personality had a relatively stronger impact compared to the other two variables. Furthermore, examining the impact of sub-factors of the motivation of choosing the teaching profession, teaching personality, and grit on flourishing revealed that active and passive motives for teaching, general personality, and consistent effort influenced the flourishing of pre-service early childhood teachers. This study provides foundational data for the development of programs aimed at enhancing the flourishing of pre-service early childhood teachers and suggests further research on the design and verification of a program to promote flourishing through the improvement of motivation of choosing the teaching profession, teaching personality, grit of pre-service early childhood teachers.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.307-315
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• 2012

The purpose of this study was to examine the effects of small inquiry method on space perception ability and creative personality. Testees of this research are 36 elementary pre-service teachers taking an astronomical observation class. Doing inquiry activity after 36 elementary pre-service teachers are classified into 6 Jigsaw small inquiry. Learning activity was split into two groups, expert group and a population. To find out research outcome, pre-test was executed space perception ability test, creative personality test. Analysis of test result was accomplished with statistical package SPSS 18.0 paired t testing hypothesis. The results of this study are as follows. First, 'source of season change' class using Jigsaw small inquiry method has effect on space perception ability improvement. This was interpreted that space perception ability improvement was effective because characteristic of Jigsaw small inquiry is made up of lots of semin Second, 'source of season change' class using Jigsaw small inquiry method has no effect on creative personality. This was interpreted that experiment and discussion activity getting accomplished in a short time has no effect on qualitative characterizing Creative Personality improvement.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.67-82
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• 2010

The purpose of this study was to examine parents' image of kindergarten teacher in a bid to provide useful information on kindergarten teacher and parents education to improve the image of kindergarten teachers. The participants in this study were 90 mothers whose young children attended kindergarten in the city of Busan. They were asked to describe what words came into their mind about the image of kindergarten teacher and what an ideal image of kindergarten teacher should be like. Among the participants, ten mothers were interviewed to tell about the ideal image of kindergarten teacher. The largest number of the parents wrote down the words that represented the image of the personality of kindergarten teachers, and love and friendliness were the most common words that the parents mentioned. As for an ideal image of kindergarten teacher, they wanted kindergarten teachers to love preschoolers, to have a good and friendly personality, to see through young children's eyes and to be positive and happy. It indicated that the parents expected their children to be educated by teachers who are understanding, cheerful, have a good personality and love children as their own children.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.85-93
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• 2023

The purpose of this study was to investigate the pre-service early childhood teachers' personality on their children's rights perception. The subjects of this study were 253 early childhood education majors in Seoul and Gyeonggi province. The statistical analysis of this study was analyzed using the SPSS V.22.0 program. The result of the study is summarized as follows. First, the result of the current study reveals that personality and perception of children's rights are correlated. Also, there was a statistically significant positive correlation between personality and perception of children's rights. Second, it was found that the 'social relationship' sub-factor in personality affected the pre-service early childhood teachers' perception of children's rights. Therefore, it is necessary to promote personal development in order to enhance pre-service early childhood teachers' perception of children's rights.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.5-23
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• 2012

The purpose of this study was to investigate and compare how the Enneargram personality types of teachers in early childhood education and care would affect their job satisfaction and stress coping strategies. The findings are as follows. First, as to the distribution of the participants' Enneargram personality types, the most common was the Peacemaker type and the least common was the Achiever type. Second, for teachers' job satisfaction, there was a statistically significant difference in the job-related subcategory according to their personality types. The post-hot comparison showed that the Loyalist type showed the lowest score in job-related job satisfaction. Third, in terms of stress coping strategies, there was a statistically significant difference in the psychological coping strategy according to their personality types. The post-hot comparison showed that the Individualist type showed the highest score in psychological coping strategy. The implications for future studies are also discussed.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.31-38
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• 2023

This study aimed to find out how gratitude disposition and creative personality affect teacher professionalism in 384 pre-service early childhood teachers. Data were analyzed using descriptive statics, Pearson correlation, multiple regression, and Sobel test for mediating effect. The results of the study were as follows: First, the average value was high in the order of teaching professionalism, gratitude disposition, and creative personality of pre-service early childhood teachers. Second, there was a positive corelation between pre-service early childhood teachers' gratitude disposition and creative personality, gratitude disposition and teaching professionalism. Third, as a result of examining the relative effects of gratitude disposition and creative personality on teaching professionalism, persistance was found to be the strongest predictor among creative personality.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.323-330
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• 2018

This study examined the fairness of the teaching aptitude and personality test assigned to pre-service engineering teachers in a graduate school of education based on measurement traits. For this study, we analyzed the teaching aptitude and personality test scores of 99 students enrolled in engineering education in a graduate school of education located in the Seoul metropolitan area from 2013 to 2017. The main results were as follows. First, the estimated variance due to residual was generally the highest, followed by nesting of items within domains, pre-service engineering teachers, interactions of pre-service engineering teachers with domains, domains, and occasions. Second, dependability coefficients were better indicators than Cronbach's because the latter may have been overestimated by applying the traditional reliability coefficient in inappropriate manners. Third, the teaching aptitude and personality test can be applied to pre-service engineering teachers in a graduate school of education based on empirical evidence considering dependability coefficients. Fourth, a total of 96 items from the original 210 items, with 2 occasions and 12 domains containing 8 items in each domain, were optimal measurement conditions to reach adequate degrees of reliability based on the total number of items. Finally, the results were discussed, the study limitations described and future research directions proposed.

• The Mathematical Education
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• v.57 no.1
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• pp.55-74
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• 2018

The purpose of this study is first to examine the relative influence of each error source and to investigate the optimal measurement conditions to ensure satisfactory multiple reliability coefficients based on the teaching aptitude and personality test for pre-service teachers. Participants were 33 students enrolled in mathematics education in a graduate school of education located in the Seoul metropolitan area from 2013 to 2017. The main results were as follows. First, the estimated variance due to residual was highest, followed by nesting of items within domains, graduate students, interactions of graduate students with domains, and domains. Second, total 96 items, with 12 domains containing 8 items in each domain, with cut score of 598, and original 210 items, with 14 domains containing 15 items in each domain, with cut scores of 615 or 716 were optimal measurement conditions to reach acceptable reliability levels based on the joint consideration of dependability coefficients, cut score dependability coefficients, adjusted dependability coefficients, and standard errors of measurement. Third, larger deviations between the arithmetic mean and the cut score indicated higher reliability coefficients of the test results. Finally, this study suggests ways for practitioners to consider how to apply generalizability theory for criterion-referenced tests and how to develop future research based on limitations.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.19-46
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• 2007

The Purpose of this study is to investigate and suggest a personality education approach for solving interpersonal problems of elementary school students that elementary school teachers are now confronted with. In this study, first of all, the actual conditions of interpersonal problems of elementary school students were examined focusing on interpersonal aggressions(violence and victim). The features and problems of existing approaches for solving interpersonal problems of elementary school students were indicated. Although existing approaches for solving interpersonal aggression problems took temporary and external changes, they failed to notice psychological hurts that victims and aggressive victims got. As a fundamental and systematic way for overcoming problems of existing approaches, forgiveness education based on empirical-scientific forgiveness researches was discussed. The Purpose of forgiveness education is to make victims(aggressive victims) overcome the negative responses derived from interpersonal conflict(hurts and victims) and to facilitate them to response positively through experiencing forgiveness psychological process. Lastly, necessary assignments and topics to use forgiveness education as an effective personality education approach were discussed.