• Title, Summary, Keyword: 보육교사

Search Result 699, Processing Time 0.05 seconds

The Ecological Variables Research on the Effect of Teacher's Happiness in Child Care Center (보육교사의 행복에 영향을 미치는 생태체계변인 연구)

  • Lee, Soon-Mi
    • Journal of the Korea Convergence Society
    • /
    • v.8 no.11
    • /
    • pp.423-430
    • /
    • 2017
  • The purpose of research is analyzing the ecological variables on the effect of child care teacher's happiness. The data was collected by the survey of the happiness factors and ecological variables of child care teachers. The results are listed below. First, of organismic variable, the age and the educational background of child care teacher showed discrimination one's happiness. Second, of micro system variable, the marital status is the only thing that affect the happiness. Third, of meso system variable, the teachers who are highly interact on each other such as, child to teacher and parents to teacher are much happier than others. Finally, of the outside system variable, the teachers who are working at the better working environment and good quality of duty are much happier than others.

A Study on the Development of Interaction Scale between Teachers and Children for Childcare Teachers (보육교사의 교사-유아 상호작용 평가 척도 개발 연구)

  • Kim, Hyoun Ji
    • Korean Journal of Childcare and Education
    • /
    • v.1 no.1
    • /
    • pp.1-19
    • /
    • 2005
  • Interaction Scale between Teachers and Children for childcare teachers (ISTC) was constructed based on the research data completed by the Ministry of Gender Equality and Family with a participation of childcare teachers and early childhood educators. The results of this study were; First, the study found that the 42 items of the ISTC were categorized into eight factors by 205 childcare teachers: a positive language and behaviors of teachers, encouragement of positive interactions among peers, offering a nap time, toilet use, emotional intervention, free play participation, an equal care of children, and meals and snack time. Second, these factors exhibited a high correlation interactively. Third, the ISTC showed a high correlation with teachers' performance scale.

  • PDF

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
    • /
    • v.14 no.6
    • /
    • pp.466-476
    • /
    • 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.

Effect of Pre-service Child Care Teacher's Child Care Teacher Aptitude on The Teaching Professionalism Recognition, Efficacy of Child Care and Multicultural Teaching Efficacy (예비보육교사의 보육교사적성이 교사전문성인식과 보육효능감 및 다문화교수효능감에 미치는 영향)

  • Bae, Moon-Jo;Park, Se-Jeong
    • The Journal of the Korea Contents Association
    • /
    • v.13 no.9
    • /
    • pp.485-494
    • /
    • 2013
  • In child care teacher aptitude, it is identified that there is difference between male and female in sociability for the infants, but it shows that there is no difference in other field and implies that compared with gender of child care teacher, desire and qualification are more important for child care teaching. In addition,, in child care teacher aptitude, it is identified that as variable, commitment for duty expressively explicates child care teacher's professional perception, and the following things are shown as the variables to meaningfully explain the child care efficacy : creativity, self-improvement, sociability for infants, receptiveness, sensitiveness and safety management capacity significantly. Finally, it is turned out that creativity and self-improvement as main variable, expressively explains multicultural teaching efficacy. It is suggested the necessity to instruct pre-service child care teachers to possess creativity and be able to develop themselves, and improve multicultural teacher competencies.

The effect of Child Care-Work Ability Program on Efficacy of Child Care, Role Performance, and Sensitivity of Infant Teachers (보육직무능력 프로그램이 영아교사의 보육효능감, 보육교사역할수행, 교사민감성에 미치는 효과)

  • Kim, Hyoun Ji;Han, Seong Min;Jeon, Kyung Ah
    • Korean Journal of Childcare and Education
    • /
    • v.6 no.2
    • /
    • pp.39-56
    • /
    • 2010
  • The purposes of this research are to examine the effect of child care-work ability program; improve efficacy of child care, infant teacher's role performance, and infant teachers' sensitivity about demanding of infants by doing education of improving efficacy of child care, role performance and infant teachers' sensitivity at the nursery center. The subjects of this research are 44 child-care teachers from Jungup city. They are divided into 22 teachers in experiment group and 22 teachers in control group. And teachers answered questionnaires as either pre-test or post-test for evaluating efficacy of child care, and teacher's role performance, and teachers' sensitivity. There are the results of this research. Efficacy of child care, infant teacher's role performance and sensitivity of experimental group members who participated in child care-work ability program significantly increased comparing to its control group members. Finally, we could prove the effect of program which was carried out to child care teachers on improving efficacy of child care, infant teacher's role performance and sensitivity.

Childcare Center Teacher's Health Status, Health Behavior, and Childcare Quality (보육교사의 건강상태, 건강행동과 보육의 질)

  • Kim, Hye Gum
    • Korean Journal of Childcare and Education
    • /
    • v.7 no.1
    • /
    • pp.149-166
    • /
    • 2011
  • This research examined childcare center teachers' health status, health behavior, childcare quality, and the relationship among them. The subjects were 281 child-care center teachers in Kyunggi Province and Seoul. Data were analyzed using One Way ANOVA and Pearson Correration. Results showed that the score of child-care center teachers' health status was low. The teachers whose career were 3-5 years and whose ages were below 30s and 40s had the best health status. The score of teachers' health behavior score was low. Teachers whose career were 5-10 years had the best health behaviors in mental health and teachers whose career were 3-5 years had the best health behaviors in physical health and whose age were below 30s and 40s had the best health behaviors in mental health. Childcare center teachers' health status, health behavior, and childcare quality had positive relation reciprocally.

Mediating effect verification of the job satisfaction in relationship between leadership of the head teacher and organizational commitment in the nursery facility (보육시설 주임교사의 리더십과 조직몰입의 관계에서 직무만족의 매개효과 검증)

  • Kang, Byung-Chul
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.19 no.8
    • /
    • pp.127-136
    • /
    • 2018
  • In daycare centers, the head teacher requires the leadership to effectively meet the demands of nursery facilities, since he or she plays a role of middle management in charge of communication with the director and the teachers. Therefore, this study aimed to investigate the structural relationship between the head teacher's leadership and job satisfaction of childcare teachers to enhance their organizational commitment and improve service quality and operation of nursery facilities. A survey was conducted of childcare teachers in national and public daycare centers located in Gyunggi Province from February to March 2018. Statistical analysis was performed using SPSS 23.0 and AMOS 23.0 statistical programs. Analysis results found that leadership of the head teacher positively affected job satisfaction and organizational commitment of childcare teachers. Second, the job satisfaction of childcare teachers positively affected organizational commitment. Third, job satisfaction of childcare teachers had a mediating effect in the relationship between the head teacher's leadership and the childcare teachers' organizational commitment. Results of this study suggest that effective leadership of the head teacher should be exercised to enhance the organizational commitment of childcare teachers.

The Subjective Perception on the Job Contents of Educare Teachers (보육교사의 직무에 대한 인식 유형)

  • Oh, Mee Ock;Shin, Won Shik
    • Korean Journal of Childcare and Education
    • /
    • v.6 no.3
    • /
    • pp.85-102
    • /
    • 2010
  • The purpose of this study is analyzing newly the role of the educare teachers by finding the teachers' subjective perception on their duty and understanding its feature. With the research, I'd like to present the fundamental materials for re-training and education for specialty. I Q-sorted 17 teachers based on the 36 statements which had been selected carefully. The results are following. The first type is the teacher who is aiming the specialized education. The teacher of this type needs to have the comprehensible knowledge on the child-development and seeks the teacher's specialty with self-supervision and study group. The second type is the teacher who is pursuing safety and protection for the children. The teacher of this type considers safety and cleanness very important and thinks that he or she should take care of the children by the cooperation with parents. The third type is the teacher who is heading for everyday's life and improvement. He or she thinks that teaching the child daily life is significant and by it, the child should grow up. The results of the research show us 3 points. The first, we need to re-design training program for the educare teachers. The second, we should prepare the manual for the teachers in accordance with the infants' growing-up. The third, we should understand the teacher's type and train him or her in accordance with the type.

The Relationship between Teachers' Efficacy Belief and Interactions of Teachers and Children (보육교사의 교사효능감과 교사-유아 상호작용과의 관계)

  • Kim, Hyoun Ji;Na, Dong Jin
    • Korean Journal of Childcare and Education
    • /
    • v.2 no.2
    • /
    • pp.111-128
    • /
    • 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.

  • PDF

Childcare Teachers Educational Beliefs and Self-efficacy according to Psychological Preferences of the MBTI Test (MBTI 성격유형검사의 선호경향에 따른 보육교사의 교사신념과 자기효능감)

  • Kim, Hyo Eun;Lee, So Eun
    • Korean Journal of Childcare and Education
    • /
    • v.12 no.1
    • /
    • pp.171-185
    • /
    • 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.