• Title, Summary, Keyword: Preschool Teachers

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The Relationships between Preschool Teachers' Personality Traits and Their Relationships at Workplace

  • Jin, Byoung Sook;Kim, Sang Lim
    • International Journal of Advanced Culture Technology
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    • v.6 no.3
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    • pp.53-58
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    • 2018
  • Preschool teachers' relationships at workplace is an important component that affects the work performance of caring and educating young children. This study investigated the connection between preschool teachers' personality traits and their relationships at workplace. The participants were two hundred and eighty two teachers in 55 preschools and asked to answer the survey questionnaires. Two research questions were investigated; (1) are there correlations between preschool teachers' personality traits and their relationships at workplace? (2) do preschool teachers' personality traits affect their relationships at workplace? The results showed that preschool teachers' personality traits were correlated with their relationships at workplace; neuroticism showed a negative correlation while the other four (extraversion, openness, agreeableness, and conscientiousness) showed positive correlations with relationships at workplace. In addition, preschool teachers' personality traits had effects on their relationships at workplace in overall. Especially, neuroticism, agreeableness, and conscientiousness were revealed as significantly influencing personality traits on preschool teachers' relationships at workplace.

The Effect of Preschool Teachers Creativity on Creativity-fostering Teaching: Focusing on Mediating Effect of Teaching Efficacy (유아교사의 창의성이 창의적 교수 행동에 미치는 영향: 교수효능감의 매개효과를 중심으로)

  • Kim, KyoungEun
    • Korean Journal of Childcare and Education
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    • v.16 no.2
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    • pp.47-65
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    • 2020
  • Objective: This study investigated the relationship between preschool teachers' creativity, teaching efficacy, and creativity-fostering teaching and examined the mediating effect of teaching efficacy. Methods: A total of 202 preschool teachers participated in this study. The Creative Behavior Inventory (CBI), Teaching Efficacy Scale, and the Creativity-Fostering Teacher Behavior Index (CFTI) were used for the survey. A hypothesized model and alternative model were tested using structural equation modeling. Collected data were analyzed using 18.0 PSAW and AMOS. Results: The results showed that preschool teachers' creativity was positively associated with their teaching efficacy and creativity fostering teaching. Preschool teacher's teaching efficacy positively related to their creativity fostering teaching. Preschool teachers' creativity had a significant positive direct effect on creativity-fostering teaching and also an indirect effect on creativity-fostering teaching via teaching efficacy. Conclusion/Implications: Implications to foster creativity in preschool and kindergarten are discussed, highlighting the necessity for teacher education to promote teaching efficacy as well as teacher's creativity and creativity-related activities.

A Study on the Relation between Preschool Teachers' Multiple Intelligence and Their Teaching and Learning Plans (유아교사의 다중지능과 교수학습계획의 관계에 관한 연구)

  • Hwang, Hae-Shin;Oh, Yeon-Kyeung
    • Journal of the Korean Home Economics Association
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    • v.49 no.8
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    • pp.85-95
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    • 2011
  • The purpose of this study was to examine the relationship between preschool teachers' multiple intelligence and their teaching and learning plans. For this purpose, multiple intelligences test(K-MIDAS) was conducted on 80 teachers in kindergartens located in Seoul and Gyeongsangnam-do and they were asked to map out teaching and learning plans about topics. The data were analysed with descriptive statistics and Pearson's correlation using SPSS PC program(16.0 version). Major findings were as follows: Teachers had the highest levels in interpersonal intelligence, followed by musical intelligence and linguistic intelligence; interpersonal intelligence and linguistic intelligence accounted for an especially high proportion of their teaching and learning plans. The higher a preschool teacher's physical activity intelligence, the greater the proportion of physical exercise, music, and logic and mathematics in their teaching plans. It was also found that preschool teachers with higher levels linguistic intelligence made more plans on self-understanding, whereas preschool teachers with higher levels of intelligence in the observation and investigation of nature made more plans on spatial area.

Cultural Influences on Social Behaviors : A Study on Desirable Social Behaviors for Korean Preschool Children (한국 취학 전 아동의 바람직한 사회적 행동에 관한 연구)

  • Kim, Ji Hyun
    • Korean Journal of Child Studies
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    • v.25 no.2
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    • pp.71-79
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    • 2004
  • The primary purpose of this study was to examine what social behaviors are valued within Korean culture for children of preschool age. The sample consisted of 40 mothers of preschool children and 40 preschool teachers. Two instruments were used : an open-ended interview and the Preschool Behavior Q-sort(Baumrind, 1968). Korean mothers and preschool teachers emphasized social behaviors based on cultural values. However, social behaviors that Korean mothers and preschool teachers emphasized were not, for the most part, the expected behaviors about respect for authority or obedience. Rather, they valued considerateness, politeness, mastery behaviors that represent another aspect of traditional values.

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A Study on the leisure activities and the level of stress for pre-service preschool teachers (예비유아교사의 여가활동 실태와 스트레스 수준에 관한 연구)

  • Kang, Shin-Young
    • Korean Journal of Childcare and Education
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    • v.7 no.4
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    • pp.95-118
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    • 2011
  • The purpose of this study is to understand the leisure activities and the level of stress of pre-service preschool teachers. For this study, we conducted a questionnaire survey of 557 pre-service preschool teachers in Pusan, Daegu, Gangwon province. The contents of survey were their demographical characteristics, the leisure activities, the level of stress. Analysis was done with SPSS statistics program. The conclusion of this study are as follows: First, the most of pre-service preschool teachers didn't enjoy leisure activities. Second, they experienced much stress in Academic Achievement. Third, most leisure activities have no relations with the level of stress except pre-service preschool teachers' sleeping pattern and perception about wealth.

The Difference of Perception about Nutritional Problems and Food intakes, Nutrition Knowledge Score and Realities of Nutrition Education between Parents and Preschool Teachers (유아교육기관 교사와 학부모의 유아의 영양문제 및 식품섭취에 대한 인식, 영양지식 및 영양교육에 관한 차이)

  • Lee, Joo-Hee;Kang, Eun-Jung;Kim, Chang-Im
    • Korean Journal of Community Nutrition
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    • v.16 no.6
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    • pp.636-646
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    • 2011
  • This study was conducted to investigate the difference of perception about nutritional problems and food intakes and nutrition knowledge score and realities of nutrition education between parents and preschool teachers. This research can be summarized as follows: there was the statistical difference of perception (${\chi}^2$= 52.451, p = 0.000) about nutritional problem of preschoolers between parents and preschool teachers. Parents (56.4%) and teachers (58.5%) identified eating only what they want as the most common nutritional problem of children, but they had different perception about the other problems. To parents, "No nutritional problem" (16.3%) is the second and "Overindulgence of processed food" (11.1%) is the third problem of preschoolers. To teachers, "Overindulgence of processed food" (23.8%) is the second and "Obesity" (14.3%) is the third problem. The perception on food intakes of preschoolers was statistically different in meats (${\chi}^2$= 8.892, p = 0.030), fish (${\chi}^2$= 32.241, p = 0.000), beans (${\chi}^2$= 14.770, p = 0.005), vegetables (${\chi}^2$= 12.706, p = 0.013), fruits (${\chi}^2$= 14.438, p = 0.006) and milk & dairy products (${\chi}^2$= 28.591, p = 0.000) between parents and preschool teachers. However, nutritional knowledge was not different between parents and preschool teachers. While 96.6% of preschool teachers felt that it was necessary to educate preschoolers, only 41.5% of them said that they fulfilled nutrition education, showing that nutrition education was not adequately carried out on the spot. Therefore providing basic materials through which nutritional management guidance and proper nutrition education for preschoolers can be carried out by investigating and analyzing knowledge on their nutrition and meal guidance activities for preschooler teachers and parents.

Development of a Scale and Analysis of Peer-assesment Questions of the Preschool Teachers (동료 유아교사 평가 척도 개발 및 분석)

  • Lim, Eun-Jung;Lee, Sung-Kyun;Jung, Mi-Rim
    • The Journal of the Korea Contents Association
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    • v.10 no.7
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    • pp.438-448
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    • 2010
  • This study is aimed for a scale of assessing the work performance, educational operations, and so on of preschool teachers by the peers. It has been previously discussed the studies of scale assesment of preschool teachers, however, the scale assesment had been a self-assesment or a transitory assesment by the senior teachers and principals only. This study is developed to assess the preschool teachers through the peer- teachers. Peer-assesment has strong points that to assess the teachers constantly can be more accurate, the assessment result can be used as the basic material for peer scholarship, and it can give the preschool teachers an opportunity to be recognised on tasks. There are 51 questions are developed to assess the peers. 9 sections total; 1) 6 questions on body human nature 2) 6 questions on view on career 3) 3 questions on self-development 4) 4 questions on curriculum planing 5) 12 questions on administering and managing 6) 6 questions on understanding children 7) 4 questions on managing a class 8) 7 questions on work performance 9) 3 questions on teaching practice. Each section is surveyed by 150 preschool teachers, and the all questions are analysed statistically appropriate of a scale(validity of contents, validity of surveyors, inter-item consistency) and appropriate of each section. It is known this peer assesment of preschool teachers is an appropriate scale.

A research survey on the actual condition, and teachers and parents recognition of preschool early English education in Cheonan city (천안지역 유아교육기관에서의 조기영어교육에 대한 현황분석 및 교사, 학부모 인식도 조사)

  • Chang, Bok-Myung;Lim, Won-Shin
    • English Language & Literature Teaching
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    • no.5
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    • pp.191-218
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    • 1999
  • The purpose of this study is to investigate the actual conditions of preschool English education, and teachers' and parents' recognition of preschool early English education in Cheonan-city. Recently the importance of English education as an essential means for communication in the whole world is emphasized in our society. That atmosphere makes the elementary schools offer English as a subject in their curriculums, and also many preschool education institutes begin to teach English in their education courses. However before we begin to teach English as a subject in the preschool education, we need to survey the actual conditions of preschools and recognition of teachers and parents. The first part of this study is to survey the theoretical foundations of early English education; 1) the definition of early English education. 2) the situation of early foreign language education in foreign countries. 3) the relationship between the language acquisition and the cognitive development. The second part is to analyze the results of the Questionnaire which was distributed among 86 teachers and 103 parents in Cheonan-city preschools. As a conclusion, some suggestions will be given for the development of early English education in the near future.

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A Study on the Relations Between Mothers' and Teachers' Perception of Temperament and Child's Adjustment to Preschool (어머니와 교사가 지각한 아동의 기질 및 유치원 적응간의 관계연구)

  • Lee, Hee Sun
    • Korean Journal of Child Studies
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    • v.15 no.2
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    • pp.117-128
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    • 1994
  • The purpose of the study was to examine the relations between mothers' and teachers' perceptions of temperament and children's adjustment to preschool. The subjects were 115 4~5 years old children. The instruments were the Parent Temperament Questionnaire and the Preschool Adjustment Questionnaire. The data were analyzed with t-test, Pearson's r and multiple regression. It was found that there were differences between mothers and teachers in perception of child's temperament. Children who were well adjusted in the preschool classroom were perceived by their teachers as being high in adaptability, activity and responsivity and by mothers as being high in adaptability.

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Assessment of the Kindergarten Teachers' Professional Profile (유치원 교사 이미지 평가 연구)

  • Ryu, Chill Sun;Oh, Young Hee
    • Korean Journal of Child Studies
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    • v.20 no.1
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    • pp.213-222
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    • 1999
  • The purpose of this study was to assess the profile of kindergarten teachers. The subjects were 133 teachers, 116 kindergarten principals, 103 mothers, 98 professionals in preschool education, and 132 student teachers. Data were collected May - August, 1998. The results showed three different characteristics : (1) kindergarten teachers, principals, and professionals in preschool education, rated the most important factor to be character traits ; (2) mothers rated occupational pride as the most important factor and specialized functions as more important than character traits and (3) student teachers rated the most important factors to be specialized function, occupational pride and character traits.

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