• Title, Summary, Keyword: Day-care Teacher

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Educational Belief and Their Job Satisfaction of Day-Care Teachers (보육교사의 교육신념과 직무만족)

  • 임옥희
    • Korean Journal of Human Ecology
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    • v.7 no.1
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    • pp.101-111
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    • 2004
  • The purpose of this study is to compare overall educational belief and teacher's job satisfaction of day-care teachers. The subject of this were 112 day-care teachers in the Jeonbuk areas. The data were collected using Questionaries and analyzed by the statistical methods of frequencies, percentages, a Chi-square, ANOVA with SPSS pc program: The research Questions were as follows; 1. As the result of the investigation that what is the educational belief of the day-care theacher according to the marital status, academic background, the type of license, and the type of day-care centers\ulcorner 2. Is there any difference in teacher's job satisfaction of day-care teachers according to teachers education belief\ulcorner The main results of this study were as follows: 1. There was not difference in the teacher's educational belief of day-care teachers according to the marital status, academic background, the type of license, and the type of day-care centers in the Jeonbuk province. 2. Day-care teachers who have maturationism education belief was more than behaviorism education belief and interactionism education belief. 3. In the difference between teacher's belief of day-care teachers and job satisfaction of day-care teachers, the teacher who has interactionism, maturationism educationa belief has higher job satisfaction than the teacher who has behaviorism educational belief.

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The Impact of Day-care Center Organizational Characteristics on Teacher Efficacy (어린이집 조직특성이 교사효능감에 미치는 영향 - 교사경력 5년을 기준으로 -)

  • Chung, Mi Ra;Kang, Su Kyung;Kim, Min Jeong;Yee, Bang Sil
    • Korean Journal of Childcare and Education
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    • v.11 no.1
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    • pp.173-190
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    • 2015
  • This study examined the effects of day-care center organizational characteristics on teacher efficacy. The participants of this study were 319 day-care center teachers who work in the Seoul-Gyeonggi area. The results of this study are as follows: First, day-care center teacher efficacy shows the difference depending on the teachers' career. Second, teachers' efficacy was influenced by day-care center organizational characteristics. In particular, it appeared that 'challenge' and 'distinction of role' affect teacher efficacy when the career of the teacher is less than 5 years. And it appeared that 'challenge', 'distinction of role' and 'retraining' affect teacher efficacy when the career of the teacher is more than 5 years. We discussed organizational characteristics for improving teacher efficacy and suggested the implication for retraining teachers and supervision to promote teacher efficacy based on the results.

The Application of Customized Evidence-based Counseling for Abused Preschool Children in Day Care Centers: Focusing on the Multidisciplinary Cooperative Linking System (보육현장 아동학대에 대한 근거기반 맞춤형 개입 모델 개발 및 적용: 다학제간 협력적 연계 시스템을 중심으로)

  • Lee, Kyung-Sook;Park, Jinah
    • Korean Journal of Childcare and Education
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    • v.16 no.1
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    • pp.1-20
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    • 2020
  • Objective: The purpose of this study was to explore the application of the multidisciplinary model, which is customized evidence-based counseling for abused preschool children done by a day care center teacher. Methods: The participants were 16 preschool children which were abused by a day care center teacher and their parents. The data were analyzed by using the Wilcoxon Signed-rank test. Results: The multidisciplinary cooperative service model based on customized evidence-based counseling for abused preschool children, their parents, and day care center teachers was developed. Based on this model, customized evidence-based Post-Traumatic Stress Disorder (PTSD) emergency intervention was provided to preschool children abused by a day care teacher in Incheon. The multidisciplinary cooperative emergency intervention service proved to be effective in reducing emotional and behavioral problems of abused preschool children and enhancing the mental health of parents. Conclusion/Implications: The results of this study indicated that the customized evidence-based counseling for abused preschool children done by a day care center teacher using the multidisciplinary cooperative linkage system would be effective, and that child abuse prevention by day care center teachers and intervention services should be provided systematically at the national level.

Study on Day-care Teacher's Personal Science Teaching Efficacy (보육교사의 과학 교수 개인효능감에 관한 연구 - 충남지역을 중심으로 -)

  • Han, You-Me
    • Korean Journal of Human Ecology
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    • v.12 no.5
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    • pp.687-697
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    • 2003
  • This study was conducted to investigate the antecedents of teachers' science teaching efficacy in day-care setting. Also, this study aimed to identify relationships between day-care teachers' personal science teaching efficacy and their perspectives on early childhood science education. The subjects were 176 day-care teachers in rural area of ChoongCheongNam-Do. The survey method was used to collect data from the day-care teacher. The instrument were Rigg & Enochs(1990)'s Science Teaching Efficacy Belief and Kim(l998)'s scales for the Goa1s in Early Childhood Science Education. Main results were as follows: 1. Day-care teachers' personal science teaching efficacy were significantly related with the personal variables such as teachers' education, in-service science workshops, science book reading, science-related hobby but not with teachers' age, pre-service science credits and total years of teaching experience. 2. Among the environmental variables, science activity areas were significantly associated with day-care teachers' personal science teaching efficacy. However, location of day-care center, age of children, number of children, teacher-child ratio, facilities for science education and scheduled time for science education did not affect it. 3. Day-care teachers of high content- and process-oriented goals in early childhood science education were highly efficacious teacher, while the teachers of low content- and process-oriented perspectives gained the lowest score. However, the content-oriented teachers and the process-oriented teachers did not differ in terms of day-care teachers' personal science teaching efficacy.

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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.

Effects of Child, Day Care, and Home Variables on Physical and Relational Aggression of Preschool Children (유아의 신체적 및 관계적 공격성에 영향을 미치는 유아 개인, 보육 및 가정 변인)

  • Lee, Sung-Bok;Shin, Yoo-Lim
    • Journal of the Korean Home Economics Association
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    • v.49 no.9
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    • pp.111-120
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    • 2011
  • The purpose of this research was to investigate the effects of child, day care, and home variables that influence physical and relational aggression of preschool children. The participants were 338 four and five year olds recruited from day care centers. Children's self-regulation, day care experiences and parenting stress were reported by mothers. Children's aggression and the teacher-child relationships were measured by teachers. The results showed that self-regulation was negatively correlated with physical and relational aggression. Years of day care experiences and parenting stress were positively related with physical and relational aggression. Moreover, teacher-child conflicts were positively associated with physical as well as relational aggression.

A Comparative Study on the Job Satisfaction of Teachers in Day Care Centers - Urban vs. Rural Areas - (도시와 농촌지역 어린이집 교사의 직무만족도와 관련 변인에 관한 연구)

  • 장영애
    • The Korean Journal of Community Living Science
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    • v.15 no.2
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    • pp.43-54
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    • 2004
  • The purpose of this study is to examine the job satisfaction of teachers in urban and rural day care centers. The subjects of this study were 134 teachers in urban(n=68) and rural(n=66) areas. Participants completed an early childhood job satisfaction survey. The statistics used for this data were t-test, one-way ANOVA (Duncan's test), and multiple regression analysis. The study showed significant differences between urban and rural teachers' job satisfaction in the job itself, human relationships, and working environment. The job satisfaction of the teachers in urban day care centers was influenced significantly by the related variables: age of teacher, marital status, education level, educational career, capacity, number of classes, class size, working hours, and the age of the children in class. The job satisfaction of the teachers in rural day care centers was influenced significantly by the above variables. The important factors on predicting the job satisfaction of the urban day care teachers were found to be the age of teachers, educational career, education level, and number of classes. The important factors for predicting the job satisfaction of the rural day care center teachers were found to be the age of teacher, educational career, education level, number of classes and working hours.

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A Study on the Reflective Thinking Experiences of Child Care Teachers for Implementing High Quality Teacher-Child Interaction (보육교사들의 질 높은 교사-영유아 간 상호작용 수행을 위한 반성적 사고 경험에 관한 연구)

  • Kim, Soo Jung;Lee, Min Joo;Lee, Young Shin
    • Journal of Life-span Studies
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    • v.8 no.3
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    • pp.51-73
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    • 2018
  • The purpose of this study was to explore the various ways teachers have experienced three types of reflective thinking to form the practical knowledge needed to carry out high-quality teacher-child interactions with child care teachers who work at day care centers. For this purpose, 20 child care teachers at day care centers located in Seoul, Gyeonggi, and Daejeon were selected. Based on their career experiences, the teachers were divided into five focus groups. Interview data was analyzed after focus group interviews were conducted with these five groups. The results of this study suggest that child care teachers have used various methods to experience the three types of reflective thinking processes proposed by Killion and Todnerm (1991): reflective thinking for high-quality teacher-child interactions, reflective thinking in the practice of high-quality teacher-child interaction, and reflective thinking about high-quality teacher-child interaction. The results of this study reaffirm the results of previous research that it is necessary to make active use of interactive images to support child care teachers to have reflective thinking about the teachers-child interaction Furthermore, the need to provide several forms of reflective thinking opportunities in the growth process of child care teachers was suggested.

A Study on the Health Promoting Lifestyle and Job Stress of Day Care Teachers (보육교사의 건강증진을 위한 생활양식과 직무스트레스)

  • Koo, Eun-Mi
    • Korean Journal of Human Ecology
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    • v.16 no.4
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    • pp.711-722
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    • 2007
  • The purpose of this study was to analyzed child care teachers' health state and a relationship between health promoting lifestyle and job stress of child care teachers. The subjects were 101 child care teachers in Busan. They responded to 'health state open ended question', 'health promoting lifestyle scale', and 'job stress scale'. For the analysis of the data, M(SD), frequencies, t-test, Pearson's correlation were run by using SPSS WIN computer program. The major findings of this study were as follows; First, the most uncomfortable symptoms of child care teacher's physical health state was respiratory organs and the main cause was classroom ventilation and dust. The most uncomfortable symptoms of child care teacher's mental health state was tension and the main cause was children's safety. Second, the mean scores of the variables were as follows : the mean score of health promoting lifestyle was 2.54. The highest sub factor of health promoting lifestyle was 'positive self recognition' and the lowest one was 'exercising'. The mean score of job stress was 2.80 and the highest sub factor was 'administration services'. They desire for a healthy life, but in reality, they are unsatisfied with their current health state and they are not able to practice certain actions actively to promote their health. Third, health promoting lifestyle was negatively correlated with job stress. The result of this study can be used as the basic data for reducing day care teacher's job stress, development of a program to promote day care teacher's health and improving day care teachers working environment.

Perception of Child Day Care Center Teachers on Issues and Needs in Child Health Management (보육교사가 인식하는 보육시설에서의 아동 건강관리 문제점과 개선요구)

  • Kim, Shin-Jeong;Lee, Jung-Eun;Yang, Soon-Ok;Kang, Kyung-Ah;Chang, Eun-Yong;Oh, Kyung-Sook;Seo, Won-Kyung;Lee, Seung-Hee;Kim, Sung-Hee
    • Child Health Nursing Research
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    • v.17 no.1
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    • pp.10-21
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    • 2011
  • Purpose: The purpose of this study was to investigate issues and needs related to child health management as recognized by teachers in day care centers. Methods: Data were collected from 130 teachers from 20 day care centers. Each teacher was interviewed in depth and the data were examined through content analysis. Results: For issues on child health management, the analysis scheme consisted of 10 categories and 36 subcategories. For needs on child health management, the analysis scheme consisted of 10 categories and 37 subcategories. Teachers indicated that tools for physical examination and playgrounds were insufficient and they had difficulty in controlling attendance of infectious children. They also indicated the lack of a linkage between day care centers and hospitals, lack of knowledge of health management, high teacher versus child ratio, and lack of help and budget needed for health care. Conclusion: The results of this study suggest the need to develop a linkage between day care centers and medical institutions. Also there is a need to provide support from health care personnel, health education for teacher, health management manuals for teachers, and financial aid to satisfy the needs for health management in day care center for children.