• Title, Summary, Keyword: Family-Teacher Communication

Search Result 25, Processing Time 0.036 seconds

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.

The Effects of Early Child Care Teachers' Communication Competence, Interpersonal Competence and Teacher Self-efficacy to Enlist Parental Involvement on Parent-Teacher Partnerships (보육교사의 의사소통 능력, 대인관계 유능성, 그리고 가정연계 효능감이 부모-교사 협력에 미치는 영향)

  • Kim, Yoo Jung;Park, Jihye;Ahn, Sun Hee
    • Korean Journal of Child Studies
    • /
    • v.33 no.5
    • /
    • pp.71-89
    • /
    • 2012
  • This study examined the characteristics of early child care teachers and the ways this influences their abilities to promote the parent-teacher partnerships. 266 early child care teachers participated in this study. Parent-teacher partnerships, communication competence, interpersonal competence, and teacher efficacy in enlisting parental involvement were measured by means of The Caregiver-Parent Partnership Scale, Global Interpersonal Communication Competence Scale, Interpersonal Competence Questionnaire and selected elements of the Teacher Self-efficacy Scale. The results indicated that parent-teacher partnerships were significantly different in terms of the characteristics of teachers. The hierarchical multiple regression analysis revealed that the communication competence, interpersonal competence, and teacher self-efficacy significantly predicted the type and quality of parent-teacher partnerships. In conclusion, improving the effectiveness of parent-teacher partnerships seems heavily dependent upon the quality and personal abilities an beliefs of early child care teachers.

Married Female Teachers' Family Strengths and Teacher-Efficacy (기혼 여교사의 가족건강성과 교사효능감에 대한 연구)

  • Jeong Hye-Young;Oh Yoon-Ja
    • Journal of Korean Home Management Association
    • /
    • v.23 no.6
    • /
    • pp.25-37
    • /
    • 2005
  • The purpose of this study was to explore the relationship between family strengths and teacher-efficacy among married female teachers. The findings are as follows: First, the average value of family strength was 3.98 on a five-point Likert scale, which meant that they perceived themselves as having a relatively high-level of family strength. Second, the average value of leather-efficacy was 3.14 on a five-point Likert scale, which the teachers' perceptions of their own efficacy were also relatively high. 'The subjective economic status affected the level of the family strength, whereas the leather-efficacy was affected by age, years in teaching, duration of marriage, and the age of the eldest child. Finally, the variables that influenced their techer-efficacy were positive communication, social connectedness, and the age of the eldest child.

Moderating Effect of Negative Emotionality on the Association between Teacher-Child Intimacy and Peer Interaction (교사-유아의 친밀감과 유아의 또래상호작용의 관계에서 부정적 정서성의 중재효과)

  • Yi, Ye Jin;Shin, Yoo Lim
    • Family and Environment Research
    • /
    • v.53 no.4
    • /
    • pp.405-412
    • /
    • 2015
  • This study investigated the moderating effect of negative emotionality on the association between teacher-child intimacy and peer interaction based on a differential susceptibility model. The participants were 252 three-year-old children recruited from a day care center and preschool located in Incheon and Gyeonggi province. The teacher-child relationship was measured on a Student-Teacher Relationship Scale. This measure is a type of teacher's report with ratings based on a teacher's daily observations. This scale is composed of closeness items on the degree of warmth and open communication in teacher-child relationships. Peer interactions were measured with a Penn Interactive Peer Play Scale. This measure is composed of play interaction items, play disruption items and play disconnection. Negative emotionality was measured with Child Behavior Questionnaire. Teachers measured teacher-child intimacy and peer interaction scales. Parents reported children's negative emotionality. The research showed that negative emotionality moderated the association of teacher-child intimacy, play interaction, play isolation and play disruption. The magnitude of association between teacher-child intimacy and play disconnection as well as play interaction was greater for high levels of negative emotionality. Teacher-child intimacy was significantly associated with play disruption only for high levels of negative emotionality. The findings of this study support a differential susceptibility model.

Maternal Knowledge of Childcare and Its Effects on Mother-Teacher Communication (어머니의 보육지식과 어머니-교사 의사소통과의 관계)

  • Ahn, Sun-Hee
    • Journal of the Korean Home Economics Association
    • /
    • v.48 no.2
    • /
    • pp.1-12
    • /
    • 2010
  • The purpose of this study was to investigate the relationships between maternal knowledge of childcare and mother-teacher communication. The participants consisted of 240 mothers whose children were enrolled at seven childcare centers in Seoul. Respondents were asked to complete a series of questionnaires reporting the important aspects of their childcare, the frequency of mother-teacher communication, and individual characteristics. Information about childcare's structural and procedural characteristics were obtained through interviews with the directors of those centers. The results indicated that mothers only answered 45.5% of questions correctly, and reported a lack of knowledge about childcare services in their respective centers. In particular, mothers didn't have information about caregivers (e.g, education, year of job experience, license, etc). Actual maternal knowledge was significantly correlated with the length of time which mothers were associated with their childcare and the frequency of mother-teacher communication. In addition, there were significant differences in the maternal knowledge regarding childcare services according to mothers' educational level. The results of this study imply that effective parent education programs are needed for mothers who want to enroll their children in childcare centers.

Effects of Computer-Mediated Communication on Achievement Goals in Athletic Performance

  • Yang, HyeJoo;Ko, DaeSun;Yeo, InSung
    • KSII Transactions on Internet and Information Systems (TIIS)
    • /
    • v.8 no.6
    • /
    • pp.2197-2211
    • /
    • 2014
  • The purpose of this study was to investigate the effects of online ballet community-based teacher-parent computer-mediated communication (CMC) on four achievement goals of ballet students. We used a randomized post-test only control group design. In order to test whether teacher-parent CMC has a positive impact on the improvement of achievement goals, multivariate analysis of covariance were performed with the ages of ballet students as the covariates. Teacher-parent CMC had significant effects on achievement goals. The mastery-approach goals of the experimental group were significantly higher than of the control group. In contrast, the performance-avoidance goals of the experimental group were significantly lower than those of the control group. There were no differences between the two groups in mastery-avoidance and performance-approach goals. Above all, this study is significant because the focus was placed on the inter-relationship between the two settings of school and family in regard to ballet student improvement, rather than on one setting only.

Teacher-Mother Communication : Its Effect on Satisfaction with Early Childhood Educational Institutions and on Parenting Stress (교사-어머니의 의사소통과 어머니의 유아교육기관 만족도 및 양육스트레스)

  • Lee, Mi Ja;Moon, Hyuk Jun
    • Korean Journal of Child Studies
    • /
    • v.29 no.1
    • /
    • pp.1-14
    • /
    • 2008
  • This study reviewed communication between mothers and teachers of early childhood educational institutions and the effect of communication on mothers' satisfaction with the institution and on parenting stress. Results showed that (1) the most discussed topic pertained to children's friendships at the educational institutions. (2) Attitudes during communication were comparatively favorable. (3) Increased communication of mothers with the teachers showed increased satisfaction with the early childhood educational institution. (4) Mothers with positive understanding of communication and understanding of teachers showed higher satisfaction rate towards the early childhood educational institution. (5) Mothers showing higher satisfaction towards early childhood educational institution and positive attitudes during communication with teachers exhibited less parenting stress.

  • PDF

Cyber behavior of Adolescents According to Family and School Factors (청소년의 가족 및 학교 관련 요인에 따른 사이버 행동)

  • Hwang Jinsook;Lee Eun-Hee;Na Youngjoo;Koh Seonju;Park Sookhee
    • Journal of the Korean Home Economics Association
    • /
    • v.42 no.11
    • /
    • pp.223-235
    • /
    • 2004
  • This study investigated the integrated effects of family and school factors on the cyber behavior of adolescents. Specifically, the purposes of this study were to categorize adolescents into groups by family and school factors and to find investigate differences among the groups regarding cyber behavior (internet use, internet purpose, and internet experience). no study distributed the questionnaires to middle and high school adolescent students of five representative cities in South Korea. The total respondents were 2240 (960 from Seoul/kyongki, and 320 each from Taegu, Pusan, Kwangiu, and Taejon). The response rate w3s 98.7%. no data were analyzed by factor analysis, cluster analysis, ANOVA, and Duncan test. The results showed that Korean adolescents were segmented into four groups (family preference/school preference group, family dissatisfaction/teacher dissatisfaction group, family average/school average group, family average/peer dissatisfaction group). The four groups were significantly different in regard to cyber behavior. For example, the family dissatisfaction/teacher dissatisfaction group u%d internet to relieve stress and used communication more than the other groups. Also, the group had more diverse cyber behavior including internet addiction. The implications of the study were further discussed.

Concerns of Home Economics Teachers on Ohio's Work and Family Life Curriculum (미국 오하이오주의 실천적 문제 중심 모형을 적용한“일과 가족생활 교육과정”에 대한 가정과 교사의 관심도)

  • 채정현
    • Journal of the Korean Home Economics Association
    • /
    • v.34 no.4
    • /
    • pp.327-343
    • /
    • 1996
  • The objective of this study were 1) to determine the stages of concern of HE teachers about the practical problem-based curriculum approach, as illustrated by the Ohio's Work and Family Life Curriculum (W&FLC); 2) to determine the relationships between home economics (HE) teacher's stages of concern about W&FLC and personal and professional characteristics of HE teachers; and 3) to determine aspects of interest about the practical problem-based curriculum approach, such as the Ohio W&FLC. Respondents in this study were 225 HE teachers. The data were collected during the in-service teacher training sessions after presentation about W&FLC. Concerns Based Adoption Model (CBAM) was modified to provide a conceptual framework for this study. Frequencies, SD, mean, mode, range were used to determine the stages of concern of HE teachers. To determine the relationships between stages of concerns and personal and professional characteristics of HE teachers, coefficient of Chi-Square contingency tables was used. Content analysis was used to determine aspects of interest about the practical problem-bsed curriculum approach, such as W&FLC. The median of the stages of HE teachers' concerns about W&FLC was Stage 1, Information Stage. About 60% of HE teachers were interested in learning more details about W&FLC. Chi-square revealed no statistically significant relationships between stages of concerns about W&FLC and characteristics of HE teachers. Content analysis was used to determine aspects of interest about W&FLC of HE teachers. Nine categories were found: content, teaching strategies, implementation of the curriculum, philosophical framework, how to adopt W&FLC, resource materials, students' outcomes, in-service teacher training, and HE teacher organization. The majority of HE teachers were interested in relationships with family and others, resource management, family relationships, personal development, communication skill, family life, creating a self-identity, life planning, roles of family members, homemaking management, child care, and parenting.

  • PDF

The Effects of the Individual, Family and School Related Variables on the Maturity of Career Attitudes in Middle School Students (개인.가족.학교관련 변인이 중학생의 진로태도성숙에 미치는 영향)

  • Lee, Eun-Jeong;Jang, Yoon-Ok
    • Journal of Korean Home Management Association
    • /
    • v.26 no.5
    • /
    • pp.355-376
    • /
    • 2008
  • The purpose of this study was to investigate the variables that had an effect on the maturity of career attitude in middle school students. Independent variables were categorized into three groups: individual-related variables, family-related variables, and school-related variables. The individual-related variables were gender difference, academic year, academic achievement, and self-efficacy. The family-related variables were socio-economic status of the family, communication about career with parents, parental support, sibling's support, and value orientation of the family. The school-related variables included communication about career with friends, teacher's support, and friend's support. The subjects of this study were 490 students who were selected at random from first, second, and third grade of middle school in Daegu. A questionnaire was used for the survey. It consisted of a career attitude maturity scale, a self-efficacy scale, a communication scale, a value orientation of the family scale, and a social support scale. The data was analyzed by factor analysis, multiple regression analysis, and hierarchical regression analysis. The major findings of this study are summarized as follow: First, among the individual-related variables that had an effect on the maturity of career attitude in middle school students, self-efficacy affected all sub-factors of how mature they were in matters relating to career. Academic achievement affected decisiveness and preparation-- maturity of career attitude subfactors. And gender difference and academic year affected preparation and goal orientation. Second, the results of the family-related variables that had an effect on the maturity of career attitudes in middle school students were that communication about career with parents affected decisiveness, preparation, and confidence-- maturity of career attitude sub-factors, socio-economic status of the family and sibling's support affected confidence. And value orientation of the family affected goal orientation and independence. Third, the results of the school-related variables that had an effect on the maturity of career attitude in middle school students were that communication about career with friends affected preparation-- a maturity of career attitude sub-factor; teacher's support affected decisiveness, preparation, and confidence; and friend's support affected confidence and independence. Fourth, decisiveness, preparation, and confidence among the maturity of career attitude sub-factors were affected the most by individual variables. And self-efficacy was the most significant. Goal orientation and independence were affected the most by family-related variables.