• 한국생활과학회지
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• 제22권6호
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• pp.547-557
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• 2013

The purpose of this study was to investigate the relationship between directors' servant leadership, teachers' organizational citizenship behavior and psychological empowerment in childcare centers. The subjects were 479 teachers employed in childcare centers in Daegu and Gyeongbuk Province. Questionnaires, which required self-report by teachers, were used to investigate directors' servant leadership, teachers' organizational citizenship behavior and psychological empowerment. The collected data were analyzed by mean of Pearson's correlation, simple regression, hierarchial regression, by the use of SPSS Win 19.0. The results of our study was as follows. First, directors' servant leadership had a direct effect on teachers' organizational citizenship behavior. Second, teachers' psychological empowerment had a direct effect on teachers' organizational citizenship behavior. Third, directors' servant leadership had an indirect effect on teachers' organizational citizenship behavior mediated by teachers' psychological empowerment. Therefore, teachers' psychological empowerment partially mediated the relationship between directors' servant leadership and teachers' organizational citizenship behavior.

• 아동학회지
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• 제32권5호
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• pp.1-12
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• 2011

The purpose of this study was to investigate the relationship between supervisors' transformational leadership, teachers' depression and the psychological empowerment of teachers in kindergartens and childcare centers. The subjects were 208 teachers employed in kindergartens or childcare centers in Daegu and Gyeongbuk Province. Questionnaires, which required self-reporting by teachers, were used to investigate supervisors' transformational leadership, teachers' depression and psychological empowerment. The data thus collected were analyzed by mean of Pearson's correlation, hierarchial regression, and by the use of SPSS Win 15.0. The results of our study were as follows. First, Supervisors' transformational leadership was positively associated with teachers' psychological empowerment. Second, teachers' depression was negatively associated with teachers' psychological empowerment. Finally, The interaction effects of supervisors' transformational leadership and teachers' depression on teachers' psychological empowerment were observed.

• 산경연구논집
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• 제13권7호
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• pp.1-6
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• 2022

Purpose: This study verified the influence of teachers' job characteristics on empowerment and job performance, and the mediating effect of empowerment in the relationship between job characteristics factors and job performance. Research design, data, and methodology: As a factor influencing human resources that influence organizational success or failure, job characteristics induce an important psychological state in organizational members, which affects individual motivation and job satisfaction, thereby achieving the goal of securing stable management and job security. In this study, a questionnaire survey of private academy instructors was conducted and reliability and factor analysis, and multiple regression analysis were used. Results: The purpose of this study was to understand the effect of the job characteristics of academy instructors on empowerment and job performance, and to verify whether empowerment plays a mediating role in the relationship between job characteristics and job performance. Conclusions: As a result of verifying Hypothesis 1, the educational environment, expertise, and social support of academy instructors all had a significant positive (+) effect on job performance. As a result of the verification of Hypothesis 2, empowerment greatly mediated the relationship between the educational environment, expertise, and job performance. However, empowerment did not mediate the relationship between social support for academy instructors and job performance.

• 한국학교보건학회지
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• 제34권1호
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• pp.76-86
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• 2021

Purpose: This study was conducted to describe the experience of school health teachers in regard to the COVID-19 pandemic in South Korea. Methods: We conducted a qualitative study using content analysis. Ten school health teachers were recruited from 6 elementary schools, 2 middle schools and 2 high schools in Seoul, using purposive sampling. They participated in semi-structured in-depth interviews in person or using an online communication system from January to February, 2021. Interviews were transcribed verbatim and analysed using qualitative content analysis. Results: Three main categories and nine generic categories emerged from the analysis. Firstly, it was discovered that school health teachers had psychological and physical stress to cope with COVID-19 due to the 1) fear of the unexpected infectious disease, 2) burden of having to deal with it alone, 3) breakdown of personal life and physical exhaustion and 4) heavy duty as a health teacher caused by the lack of an organic cooperation system with institutions related to school infectious diseases. Secondly, school health teachers had an increased sense of empowerment in regard to infectious disease management as a result of 1) feeling rewarded and appreciated and 2) gaining confidence and trust in infectious disease management. Finally, school health teachers experienced the urgent need for an effective response strategy for infection control because of the 1) confusion over infectious disease response due to lack of practical manuals applicable to the field as well as training, 2) disappointing response system without an expert response team dedicated to managing infectious diseases in schools, and 3) growing awareness of the need for change. Conclusion: It is expected that school health teachers' experience of COVID-19 will be used as important data for building effective and advanced school infectious disease response systems.

• 한국사회복지학
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• 제52권
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• pp.273-299
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• 2003

본 연구는 아동의 성장과정에 있어 매우 중요한 환경인 학교현장에서 교사들이 한부모가족 아동들에 대해 갖고 있는 인식과 태도를 알아보고, 이에 영향을 미치는 요인들을 분석해 봄으로써 한부모가족 아동들이 보다 당당하게 학교생활을 할 수 있게 하는 방안을 모색하기 위한 기초 자료를 제공하는데 목적이 있다. 이를 위해 2002학년 여름방학동안 서울, 경기도, 전라도, 경상도 등 전국에서 이루어지는 교사 연수회에 참석한 초등학교 교사를 대상으로 설문조사를 실시하였다. 교사의 지위나 연령, 지역(대도시, 중소도시, 도시외 지역) 등을 고려하여 유의표집(purposive sampling)한 결과 총 776부가 회수되었으며, 이를 SAS 6.12로 빈도분석, 평균, 교차분석(Chi-Square), t-test, 일원분산분석(oneway-ANOVA), 중다회귀분석(Multiple Regression)하였다. 연구결과, 대부분의 교사들은 한부모가족 아동이 증가하고 있다는 것을 교육현장에서 느끼고 있었으나, 아동의 심리상황에 대해서는 잘못 이해하고 있는 부분이 많은 것으로 나타났다. 교사의 한부모가족 아동에 대한 부정적인 인식에 영향을 미치는 요인으로는 교사의 사회인구학적 특성, 경험적 요인, 아동의 학교생활 수행정도 뿐만 아니라 교사 자신의 한부모가족에 대한 정형화된 인식, 가족주의 및 이혼에 대한 가치관 등이 작용하는 것으로 나타났다. 교사들의 의식이나 태도는 성장기 아동들의 자신감과 자존감 형성에 상당히 커다란 영향을 줄 것으로 예상되는 바, 이에 대한 대책이 사회적 의식 전환, 교육체계 및 환경의 변화, 교사 교육프로그램 개발, 학교사회사업 및 상담교사 배치, 한부모가족의 임파워먼트 등에서 제시되었다.