• Title, Summary, Keyword: 가족-교사 간 의사소통

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Relation of Day-care Teachers' Communicative Competence and Family-Teacher Communication (보육교사의 의사소통능력과 가족-교사 간 의사소통의 관계)

  • Lee, Young-Ae;Pu, Sung-Sook
    • The Journal of the Korea Contents Association
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    • v.14 no.6
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    • pp.466-476
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    • 2014
  • The purpose of this study was to examine the relation of day-care teachers' communicative competence and family-teacher communication. One hundred and fifty five teachers in day-care centers in Gyeonggi-do Suwon-si participated in the study and descriptive, correlation, multiple regression analysis were conducted. The results are as follows: First, the communicative competence of day-care teachers differed according to their age, education and career level and their type of institute. Second, the family-teacher communication level of day-care teachers differed according to their education level and their type of institute. Thirds, the communicative competence of day-care teachers had a statistically significant positive correlation to family-teacher communication.

The Effects of Communication between Child-caring Teachers and Parents on Teacher's Burn-out and Efficacy (보육교사의 가족-교사 간 의사소통이 교사의 심리적 소진과 교사효능감에 미치는 영향)

  • Park, Hye-Jung
    • The Journal of the Korea Contents Association
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    • v.16 no.1
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    • pp.530-540
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    • 2016
  • The objective of this study is to verify the effects among communication between child-caring teachers and parents, teacher's burn-out and efficacy. An object of the study was totally 165 child-caring teachers, and the questionnaires survey results were used for statistical analysis by using questionnaires for survey constructed by Likert 5 point scale as a measuring scale. Collected data was statistically analyzed with SPSS 18.0 and AMOS 18.0 statistical program, and the statistical significance was verified with a significant level of 5%. The main results were withdrawn as follows. First, the communication between child-caring teachers and parents has a negatively significant effect on the child-caring teacher's burn-out. Second, the child-caring teacher's burn-out has a negatively significant effect on child-caring teacher's efficacy. Third, the communication between child-caring teachers and parents has a positively significant effect on child-caring teacher's efficacy. Fourth, the child-caring teacher's burn-out has a significant mediation effect between the communication and the teacher's efficacy. These results implies the importance of the communication between child-caring teachers and parents in order to decrease teacher's burn-out which is negative factor for teacher's efficacy.

The Mediating Roles of Child Care Teachers' Communicative Competence in the Relationship Between Emotional Intelligence and Job Stress (보육교사의 정서지능과 직무스트레스 간의 관계에서 의사소통능력의 매개적 역할)

  • Park, Mi Ja;Park, Bokyung;Lim, Hee Ok
    • Korean Journal of Childcare and Education
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    • v.14 no.6
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    • pp.257-276
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    • 2018
  • Objective: The purpose of this study was to examine the relationship between child care teachers' emotional intelligence, communicative competence, and job stress. Methods: Four hundred and fifty child care teachers answered questionnaires on three research variables. Data were analyzed by correlation analyses and regression analyses. Results: First, child care teachers' emotional intelligence, i.e. self-emotion appraisal, others' emotion appraisal, uses of emotion, and regulation of emotion, were negatively related to job stress. Second, child care teachers' emotional intelligence, i.e. self-emotion appraisal, others' emotion appraisal, uses of emotion, and regulation of emotion, were positively associated with communicative competence. Third, child care teachers' communicative competence was negatively linked to job stress. Lastly, child care teachers' communicative competence partially mediated the relationship between self-emotion appraisal, others' emotion appraisal, regulation of emotion, and job stress, and child care teachers' communicative competence fully mediated the relationship between uses of emotion and job stress. Conclusion/Implications: This study suggests that high emotional intelligence and effective communication are important in order to reduce child care teachers' job stress.

A Study on Improvement of Psychological Well-Being of Adolescents (청소년의 심리적 안녕감 향상을 위한 연구)

  • Kim, Kyoung Suk
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.1
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    • pp.297-303
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    • 2019
  • This study examines the relationships among ego resilience, social support, and psychological well-being of adolescents. In addition, we verify the mediation effect of social support on the relationship between ego resilience and psychological well-being so as to find ways to improve the psychological well-being of adolescents. For this study, I conducted a survey at middle schools in Seoul and Incheon and collected 289 answered questionnaires. For analyses of the survey results, frequency analysis, reliability analysis, correlation analysis, and hierarchical regression analysis were carried out using SPSS 23.0. The results confirmed significant correlations among ego resilience, social support, and psychological well-being of adolescents. Furthermore, social support was found to have a partial mediation effect on the relationship between ego resilience and psychological well-being of adolescents. For improving the psychological well-being of adolescents based on the results of this study, an in-depth counseling program that can strengthen ego resilience in adolescents should be developed and actively used in the education field. Furthermore, various efforts should be made to improve the social support of adolescents, such as the development of a communication program to help students. Specifically, this program should aim to assist students connect with teachers and seniors by strengthening social support from friends and improving the functions of family to provide social and psychological supports.