• 아동학회지
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• 제28권4호
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• pp.155-168
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• 2007

The subjects of this study of variables influencing job satisfaction were 153 public and 191 private kindergarten teachers in Seoul and Gyeonggi Province. Results showed that empowerment, workloads, and job satisfaction indexes (compensation, innovation, autonomy, and future growth) of public kindergarten were higher than private kindergarten teachers. Extrinsic job satisfaction correlated with professional growth and teacher empowerment for public kindergarten and with status for private kindergarten teachers intrinsic job satisfaction correlated with decision-making for public and with status for private kindergarten teachers. The strongest predictor of job satisfaction for public kindergarten was professional growth and status for private kindergarten teachers.

• 아동학회지
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• 제27권6호
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• pp.81-96
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• 2006

The purpose of this study was to investigate the variables that influence public kindergarten teachers' role performance. A sample of 320 public kindergarten teachers in Gyeonggi-Do was selected randomly. Teacher's career, educational background, age, self-concept, and awareness of teaching profession, class size, age of classroom students, and organizational climate were examined as possible factors affecting teachers' role performance. Results showed that all factors except class size were related to teachers' role performance. The most significant impact on public kindergarten teachers' role performance was teacher autonomy in organizational climate.

• 한국생활과학회지
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• 제12권5호
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• pp.595-604
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• 2003

This study was designed to investigate the difference in the autonomous supervision and role performance according to the socio-demographic factors of the teachers. Also, the relation of the autonomous supervision and the role performance was examined. This research was conducted using the questionnaire to 394 teachers of national, public, and private kindergarten in Chung-buk province. Data were analyzed with the SPSSWIN program by the frequency, percentage, t-test, ANOVA, Scheffe post-hoc test and Pearson's correlation analysis. The results were summarized as follows: First, levels of autonomous supervision of kindergarten teachers were high in general and there were significant differences according to the institution, age, scholastic ability, and the career. The accomplishment in the public kindergarten was higher than that in the private one. Moreover, the higher the teacher's age, career, and scholastic ability, the higher the accomplishment. Second, levels of role performance of the kindergarten teachers were excellent, but the levels of role performance were higher in the public kindergarten than in the private one because the public teachers who did not transfer much had more chances of continuous education and higher responsibility. The role performance of teachers was found to be relatively higher in the kindergarten in countries than in cities because there were more public kindergartens than private ones in countries. Third, there were significant correlations between the lower factors of autonomous supervision and the role performance of the kindergarten teachers. Because the various types of the autonomous supervision can help the teacher's role performance, various types of the autonomous supervision which fit the developmental stages of the teachers will be desirable.

• 아동학회지
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• 제24권6호
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• pp.81-94
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• 2003

This study explored the relationship between kindergarten teachers' self-concept and job satisfaction. The subjects were 345 public and private kindergarten teachers. Instruments were 2 questionnaires: The Tools for Measuring kindergarten Teachers' Self-concept, and the Survey of Kindergarten Teacher Job Satisfaction. Results showed that kindergarten teachers' self-concept was positively correlated with job satisfaction. The most important sub-factor influencing job satisfaction was self-concept regarding professional and social position. These results imply that teacher education program or organizational climate improving teachers' positive self-concept would be needed.

• 한국생활과학회지
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• 제17권3호
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• pp.399-411
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• 2008

The study purposes to survey teacher's and child's difficulties which full day classes of public kindergarten regrouped in the afternoon time are having. The subjects are 4 full day class pre-service kindergarten teachers and 8 full-day class children in G Metropolitan City and in J Province. Data were collected through in depth interviews and participatory observation. According to the results, the variables of teachers' difficulties in managing full day classes regrouped in the afternoon time are "living as an outsider without a sense of belonging", "living as a false teacher rather than a real class teacher", and "living as a teacher giving specialty and aptitude education". The variables of children's difficulties are "moving like a migratory bird", "watching the clock and the door", and "being unable to concentrate". The study is expected to be useful as one of basic findings for desirable management of kindergarten full day classes regrouped in the afternoon time.

• 한국생활과학회지
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• 제6권2호
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• pp.15-26
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• 1997

The purpose of this study was to investigate the teacher's and parent's recognition of kindergarten and elementary school about the public education in early childhood education. Especially they included the recognition of concept and necessity, preconsideration, and the direction of future policy of early childhood education to public one. The subjects were 182 teachers and 190 parents in kindergarten and elementary school in Korea. The data was analyzed by Frequency, Percentage, and Chi-Square. The main results were as follows; 1. Teachers and parents defined the concept of public education of the early childhood education as a system which puts a direction in operation and support the finances of national and local government for public and private kindergarten. In addition, teachers and parents thought that the public education was necessary because early childhood was important in developmental aspects. 2. Teachers and parents insisted that the expansion of understanding about public education should be preconsidered and various early childhood programs should be developed. 3. Teachers and parents also agreed that the public education policy should be based on the model and should be progressed sequentially. But they distrusted the current policy.

• International Journal of Human Ecology
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• 제17권1호
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• pp.39-51
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• 2016

This pilot study examined programs for early childhood education and care in three Chinese cities. The samples for this study were one university-based kindergarten, one private kindergarten (rural area), and one public kindergarten (urban area). Six types of instruments were used to assess early childhood education and care services regarding quality matters. Most questions asked were open-ended; consequently, the interview answers by kindergarten directors or teachers (as well as observations made by the researcher) formed the basis for collecting the data. Quality components for each program were determined by a comparison method. The comparison allowed the researcher to understand the range of quality education and care available as well as the variability of existing kindergarten programs in China. The findings of the investigation revealed important information on; (a) demographic information (fees, class hours, total weeks of class, vacation, number of children and staff, class size, and teacher-child ratio) (b) teacher characteristics, (c) health practices, (d) safety practices, (e) work environment, (f) physical settings, (g) play materials, (h) parent involvement, (i) nutrition, (j) daily schedule. Implications within the Chinese context for quality practices and issues to further develop and strengthen early childhood education and care systems are discussed.

• 한국교육논총
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• 제42권1호
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• pp.73-97
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• 2021

본 연구는 유치원 교사의 공감능력과 가정연계효능감이 교사-학부모 관계 인식과 교사소진에 미치는 효과가 어떠한지, 그리고 공감능력과 유치원 교사가 인식하는 교사-학부모 관계 및 교사소진의 관계에서 가정연계효능감의 조절효과가 유의한지를 확인하고자 하는 목적으로 수행되었다. 이를 위해 충북지역에 근무하는 공·사립 유치원 교사 208명을 대상으로 설문을 실시하였고, JAMOVI 1.6.23을 활용하여 응답자료를 분석하였다. 주요 연구결과는 다음과 같다. 첫째, 유치원 교사의 공감능력과 가정연계효능감 모두 교사-학부모 관계 인식에 유의한 정적효과를 보였다. 둘째, 유치원 교사의 공감능력과 교사-학부모 관계 인식에서 가정연계효능감의 유의한 조절효과가 나타났다. 구체적으로 유치원 교사의 가정연계효능감이 높을 때(M+1SD) 공감능력이 높을수록 교사-학부모 관계 인식이 유의하게 높아졌으며, 가정연계효능감이 평균 수준이거나 낮을 때(M-1SD)는 공감능력이 교사-학부모 관계 인식에 미치는 효과가 유의하지 않았다. 셋째, 유치원 교사의 공감능력과 가정연계효능감 모두 교사소진에 유의한 부적효과를 나타냈으며, 공감능력과 교사소진의 관계에서 가정연계효능감의 조절효과는 유의하지 않았다. 본 연구는 유치원 교사가 인식한 교사-학부모 관계와 교사소진에 있어 공감능력과 가정연계효능감의 역할을 확인하고, 특히 공감능력이 교사-학부모 관계 인식에 미치는 효과가 가정연계효능감 수준에 따라 조절됨을 확인함으로써 가정연계효능감의 중요성을 인식하였다는 점에서 의의가 있다.

• 융합정보논문지
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• 제10권4호
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• pp.81-88
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• 2020

본 연구의 목적은 유아교사의 직무스트레스와 자아탄력성이 삶의 만족도에 미치는 영향을 확인하고 삶의 만족도의 질적 향상 방안을 탐색하는 것이다. 이를 위해 강원도에 소재한 공·사립 유치원, 어린이집 교사 198명을 대상으로 직무스트레스, 자아탄력성, 삶의 만족도 설문지를 사용하여 응답하게 하였다. 수집된 자료를 토대로 Pearson의 적률상관관계 분석과 위계적 중다회귀분석을 실시한 결과는 다음과 같다. 첫째, 유아교사의 직무스트레스가 높을수록 삶의 만족도는 낮아지며, 자아탄력성이 높을수록 삶의 만족도가 높아지는 유의미한 관계가 나타났다. 특히 직무스트레스의 하위변인인 경제적 영역은 유아교사의 자아탄력성, 삶의 만족도와 유의미한 부적상관이 나타났다. 둘째, 경제적 영역과 관계탄력성, 활동성의 예측변인들이 유아교사의 삶의 만족도에 유의하게 영향을 미치며, 자아탄력성의 하위변인인 관계탄력성이 삶의 만족도에 대해 상대적으로 설명력이 가장 크게 나타났다. 이는 교사의 삶의 만족도를 높이기 위해 자아탄력성을 촉진시킬 프로그램 개발이 필요함을 시사한다.

• 한국보육학회지
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• 제18권4호
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• pp.267-277
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• 2018

본 연구의 목적은 유아교사의 개념도를 통해 장애유아통합교육에 대한 개념지식을 알아보고, 교사유형(통합교육무경력 일반유아교사, 통합교육유경력 일반유아교사, 유아특수교사)에 따른 차이를 고찰하는 것이다. 이를 위해 공립유치원 유아교사 60명을 대상으로 장애유아통합교육에 대한 개념도 작성을 실시하고 분석했다. 연구결과로는 첫째, 총 209개의 상위개념이 나타났으며 유사한 내용으로 범주화한 결과 13개의 대표용어(교육과정, 장애유아이해, 통합유형, 통합개념, 통합주체, 교수전략, 사회적상호작용 지원, 가정 및 지역사회 연계, 개별화교육 지원, 교사협력, 교육환경, 행정 지원, 시설 지원)가 나타났다. 둘째, 총 1,585개의 종속개념이 나타났으며, 부분통합, 완전통합, 협력교수가 상위 빈도를 보였다. 셋째, 교사 유형에 따라 장애유아통합교육에 대한 개념도를 고찰한 결과 상위개념 및 종속개념에서 차이를 보이는 것으로 밝혀졌다. 이와 같은 연구결과를 토대로 장애유아통합교육에 대한 시사점을 도출하고 논의했다.