• Journal of Korean society of Dental Hygiene
• /
• v.13 no.5
• /
• pp.769-776
• /
• 2013

Objectives : The aim of this study was to analyze relationship between body mass index(BMI), oral health behavior, and perceived oral symptoms among child care teachers. Methods : The subjects were 310 child care teachers who worked in child care centers in Jeollabukdo Province, Korea. A cross tab analysis and a multiple regression analysis were conducted to find a possible relationship between oral health behavior, oral symptoms and BMI. Results : BMI in child care teachers was 35.1% and male and married teachers had higher BMI. Higher BMI revealed perceived periodontal disease in smokers. Higher BMI was closely related to perceived xerostomia and halitosis. Conclusions : BMI is a very important index to develop health improvement and obesity control.

• Journal of Digital Convergence
• /
• v.18 no.4
• /
• pp.1-7
• /
• 2020

The purpose of this study was to verify the moderating effect of teacher relationship adaptation between adolescents' domestic abuse experience and depression. For this purpose, a survey was conducted on 495 adolescents in high school in S city, Chungcheongnam-do, and the data collected were analyzed by using mean comparison analysis, correlation analysis, and moderating effect analysis. The major findings are as follows. First, depression of adolescents differed according to gender and academic achievement. Second, domestic abuse experience and depression showed significant positive correlation, but teacher relationship adaptation had a negative correlation with domestic abuse experience and depression. Third, the result of moderating effect analysis showed that the teacher relationship adaptation had a moderating effect on the relationship between domestic abuse experience and depression. Finally, based on this study, we discussed ways to reduce the depression of adolescents.

• Korean Journal of Child Studies
• /
• v.11 no.2
• /
• pp.24-43
• /
• 1990

This study investigated the effectiveness of teachers inquiry-discovery verbal interaction which was compared with expository-directive verbal interaction. Two teachers from two different kindergarten groups were trained and observed during conversation and science corner activities. Sixty children were observed during science corner activities and tested with a scientific achievement instrument. Teacher's inquiry-discovery verbal interaction had a more positive effect on children's scientific attitudes than teacher's expository-directive verbal interaction. Teacher's inquiry-discovery verbal interaction had a more positive effect on children's scientific achievement than teacher's expository-directive verbal interaction. Children's scientific attitudes and children's scientific achievement had a positive correlation.

• Korean Journal of Child Studies
• /
• v.24 no.6
• /
• pp.81-94
• /
• 2003

This study explored the relationship between kindergarten teachers' self-concept and job satisfaction. The subjects were 345 public and private kindergarten teachers. Instruments were 2 questionnaires: The Tools for Measuring kindergarten Teachers' Self-concept, and the Survey of Kindergarten Teacher Job Satisfaction. Results showed that kindergarten teachers' self-concept was positively correlated with job satisfaction. The most important sub-factor influencing job satisfaction was self-concept regarding professional and social position. These results imply that teacher education program or organizational climate improving teachers' positive self-concept would be needed.

• The Journal of the Korea Contents Association
• /
• v.21 no.2
• /
• pp.315-329
• /
• 2021

The purpose of this study is to verify the mediating effect of job stress between childcare teacher personality and child abuse, and provides basic data on personality education and coping strategies for childcare teachers' job stress. A survey was conducted on 326 childcare teachers working at daycare centers in Incheon, Korea. The collected questionnaires were subjected to regression analysis, multiple regression analysis, and Sobel's Z-test according to the research purpose with using SPSS 20.0. The research results are as follow. First, it was found that job performance, a sub-factor of childcare teacher personality, had an effect on child abuse. Second, it was found that the sub-factors of childcare teacher personality, humanity, creativity and personality, social relations, and job performance had an effect on job stress. Third, it was found that childcare activities, the sub-factors of job stress, and the relationship with parents had an effect on child abuse. Fourth, it was found that childcare activities, sub-factors of job stress, partially mediated between job performance and child abuse, a sub-factor of childcare teacher personality. These findings suggest that in order to prevent and contain child abuse by childcare teachers, specific plan must be actively prepared to improve job performance skills related to childcare teacher personality and reduce the burden of child care activities which is a sub-factor of job stress.

• Korean Journal of Culture and Social Issue
• /
• v.10 no.spc
• /
• pp.87-115
• /
• 2004

This paper examines the influence of interpersonal relationship on delinquent behavior among adolescents. The role that parent-child relationship, teacher-student relationship, and relationship with friends play on delinquent behavior is reviewed. Review of empirical studies reveal the following results. First, adolescents who perceive their parents as being hostile and rejecting are more likely to engage in delinquent behavior. Second, those adolescents with parents, who have low expectations and who are less likely pressure them to succeed academically, are more likely to engage in delinquent behavior. Third, adolescents who feel that they have been abandoned by their parents are more likely to engage in delinquent behavior. Fourth, those adolescents with low social support from parents and teachers and high social support from their friends are more likely to engage in delinquent behavior. Fifth, those students who feel hostility from their teachers, have negative relationship with teachers, and experience greater punishment are more likely to engage in delinquent behavior. The results indicate that punishment can have adverse effect on some adolescents, further damaging the teacher-student relationship. Punishment can further reinforce the existing negative cycle that can increase the likelihood of adolescents engaging in delinquent behavior. The results indicate that a lack of support from parents and teacher leads to low academic and self-regulatory efficacy, which leads to low academic performance, which can results in punishments that could further damage their relationship with their parents and teachers and bring them closer to their friends. Adolescents caught up in this negative cycle are more likely to engage in delinquent behavior. These results indicate the need to reform the relational, social, and cultural environment of adolescents who are engaged in delinquent behavior.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.7
• /
• pp.4559-4565
• /
• 2015

The purpose of this study is to investigate the relationship between teacher's self-efficacy and teacher's leadership in kindergartens and child care centers. The subjects are 215 teachers employed in kindergartens or child care centers in Chungnam & Daejeon Metropolitan City. Questionnaires, which required self-reporting by teachers, are used to investigate teacher's self-efficacy and teacher's leadership. The data are analyzed by frequency, percent, Pearson's correlation and stepwise regression. The results of this study are as follow. First, teacher's self-efficacy is positively associated with teacher's leadership. Second, teacher's self-efficacy affect teacher's leadership.

• Korean Journal of Child Studies
• /
• v.17 no.1
• /
• pp.77-86
• /
• 1996

This study examined the relation between aggression and intelligence in young children. The WPPSI-R was administered to 165 children 3 to 7 years of age. The teacher and the parent separately rated each child's level of aggressive behavior on the same 10 item questionnaire. There was no relationship between aggression and intelligence. However, the aggression scores correlated with age and sex. Thus, intellectual ability is not directly related to aggressive behavior in young children. The implication of these results and the shortcomings of this research were discussed.

• Korean Journal of Child Studies
• /
• v.17 no.1
• /
• pp.213-226
• /
• 1996

The aim of this study was to investigate the relationships of mothers' authoritative and authoritarian childrearing attitudes to their 5-year-old children's attachment representations and to teacher-rated social competence. The sample consisted of 69 mothers and their 5-year-old children from intact families. Children were interviewed to assess the quality of their attachment representations using Slough & Greenberg's(1990) version of the Separation Anxiety Test(SAT). Mothers were administered the Childrearing Practices Report Q-sort(Block, 1965) and filled out questionnaires regarding their childhood experiences, their marital relationship and their psychological well-being. In addition, teachers rated children's social competency in school settings using Kohn's(1972) Social Competence Scale. Hierarchical multiple regression showed that mothers' high scores on affective components of authoritative parenting and low scores on authoritarian attitudes are closely associated with children's secure attachment as well as teacher-rated social competence.

• Korean Journal of Childcare and Education
• /
• v.12 no.5
• /
• pp.17-45
• /
• 2016

This study aimed to investigate the effect of a young children's happiness program in relation with the Nuri curriculum on young children's happiness and self-esteem. Study subjects included 37 children aged 5 (experimental group 20, comparative group 17) enrolled in A day care center and D day care center located in K district, Seoul. As for the research procedure, an experiment was conducted 48 times in 18 weeks, and the experimental group carried out the children's happiness program linked with the Nuri curriculum. In contrast, the comparative group conducted general activities focusing on the subjects according to the Nuri curriculum. Study results show that there was a significant difference amongst 9 sub-domains related to young children's happiness (health, emotion, immersion, recognition and achievement, parent-child relationship, teacher-child relationship, peer relationship, spirituality, life satisfaction) and 3 sub-domains related to self-esteem (start and spirit of independence, sociality emotionality, academic achievement). Results of this study prove that the children's happiness program in relation with the Nuri curriculum is effective for increasing young children's happiness and self-esteem, and could be used as preliminary data for the possibility of a happiness program in early childhood education settings and happiness education in the future.