• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.185-200
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• 2017

Objective: This study was conducted to investigate the effects of early childhood teachers' teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics on their teaching intention of mathematics. Methods: A total of 266 early child teachers in Busan participated in this study. They completed a set of question naires which consisted of questions about teaching beliefs, mathematics teaching efficacy, pedagogical content knowledge of mathematics, and the teaching intention of mathematics. The collected data were analyzed using the SPSS program. Results: First, we observed several positive correlations among the four variables. Second, we found that early childhood teachers' constructive teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics had effects on their teaching intention of mathematics. The knowledge about teaching-learning methods for mathematics among the subcategories of pedagogical content knowledge of mathematics was observed as the strongest predictor for the teachers' teaching intention. Conclusion: We need to take more interest in the pedagogical knowledge about teaching-learning methods of mathematics in teacher training courses in order to enhance teachers' teaching intention of mathematics. As a result, this will makea contribution to high quality math education for young children.

• Human Ecology Research
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• v.52 no.3
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• pp.275-284
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• 2014

This study was designed to examine the relationships between empowerment and child care teachers' intention of teaching, the reason for teaching intent. The subjects were 181 child care teachers from Chungcheongnamdo and the city of Daejeon, Korea. This study was conducted using questionnaires. The results were as follows: first, there were significant relationships between empowerment and child care teachers' intention of teaching and, the reason for teaching intent. There were positive relationships between decision making, professional growth, status, self-efficacy, autonomy, impact empowerment and child care teacher' intention of teaching and, the reason for teaching intent. Second, child care teachers' intention of teaching and the reason for teaching intent were affected by empowerment. Status and professional growth empowerment were the most predictive variables for the child care teachers' intention of teaching. The impact and self-efficacy empowerment were the most predictive variables for enjoy working with children, impact and professional growth empowerment were the most predictive variables for finding meaning in teaching, impact and status empowerment were the most predictive variables for opportunities to face ongoing challenges, and achievement motive. Status empowerment were the most predictive variable for reasonable pay and working environment, stability and skill. Therefore, status and impact empowerment were the most predictive variable for the reason for teaching intent.

• Korean Journal of Child Studies
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• v.37 no.2
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• pp.1-11
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• 2016

Objective: This study examined how child care teachers' playfulness and recognition of music and movement relate to their teaching intention of music and movement. Methods: Participants were 200 child care teachers in Seoul, Incheon and Gyeonggi areas. The data were analyzed for descriptive statistics, pearson's correlation analysis, hierarchical multiple regression analysis, and sobel test. Results: The main results were as follows: First, child care teachers' playfulness, teaching intention of music and movement and their recognition of music and movement were positively correlated. Second, child care teachers' playfulness influenced on their teaching intention of music and movement. Finally, teachers' recognition of music and movement mediated the relationship between teachers' playfulness and their teaching intention of music and movement. Conclusion: This study showed that teachers' playfulness influenced on their positive recognition of music and movement activities, which was the variable that caused mediation in the teachers' playfulness and their teaching attention.

• The Journal of Korean Philosophical History
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• no.25
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• pp.411-437
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• 2009

Generally transition of Thought from Wang Yangming(王陽明) to Liu Zongzhou(劉宗周) is construed from emphasis of subjectivity to emphasis of intention(意; Yi). This Transition from emphasis of subjectivity to emphasis of intention is definitely expressed between Wang Yangming's Four-Sentence Teaching(四句敎) and Liu Zongzhou's explanation of Wang Yangming's Four-Sentence Teaching. Wang Yangming's Four-Sentence Teaching evoked much controversy among scholars of Yangming school. Consequently Four-Sentence Teaching's controversy caused Yangming school's division. Also this was a representative controversy on the transition period from The Ming Dynasty to The Ching Dynasty. Liu Zongzhou's critique and exposition of Four-Sentence Teaching was result from this controversy. The difference between Wang Yangming's Xinxue(心學) and Liu Zongzhou' Xinxue(心學) is due to different interpretation of intention. As is generally known Wang Yangming interprets intention is in heart stiring, but Liu Zongzhou interprets intention is being before heart stiring, immanence in heart. Liu Zongzhou suggests new exposition of Four-Sentence Teaching on intention being before heart stiring, immanence in heart. Liu Zongzhou's critique and exposition is not only criticizing Yangming's Four-Sentence Teaching, but also solves troubles of the times. As a result he promotes theory of Xinxue(心學) being peculiar his own.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.61-85
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• 2023

Objective: This study aims to investigate whether science teaching attitude of early childhood teachers mediates the relationship between the professional learning environment of institutions and their intention to accept artificial intelligence (AI) technology, and whether the experience of using smart and digital devices moderates the effect of science teaching attitude. Methods: An online survey was conducted targeting 118 teachers with more than 1 year of experience in kindergarten and day care center settings. Descriptive statistical analysis, correlation analysis, and The Process macro model 4, 14 were performed using SPSS 27.0 and The Process macro 3.5. Results: First, the science teaching attitude of early childhood teachers served as a mediator between the professional learning environment of institutions and teachers' intention to accept AI technology. Second, the experience of using smart and digital devices was found to moderate the effect of teachers' science teaching attitude on their intention to accept AI technology. Conclusion/Implications: This results showed that an institutional environment that supports teachers' professionalism development and provides rich experience is crucial for promoting teachers' active acceptance of AI technology. The findings highlight the importance of creating a supportive institutional envionment for teacher's professional growth, enhancing science teaching attitudes, and facilitating the use of various devices.

• Journal of the Institute of Electronics and Information Engineers
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• v.52 no.3
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• pp.221-229
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• 2015

The purpose of this study is to verify factors influencing attitude to use of technology in teaching activities. For this study, a hypothetical technology acceptance model(TAM) was composed of TPACK, technostress, innovation, perceived ease of use, perceived usefulness, and behavioral intention to use technology in teaching activities. The survey was administered to 254 pre-service teachers. The result of this study through structural equation modeling analysis is as follows: First, TPACK significantly affects technostress. second, perceived ease of use affects perceived usefulness. Third, TPACK, technostress, perceived usefulness affects behavioral intention to use, but innovation and perceived ease of use did not affect behavioral intention to use. These results imply that TPACK, technostress, perceived usefulness are important to enhance behavioral intention to use technology in teaching activities. This study propose the constructive foundation for providing strategies raising the behavioral intention to use of technology in teaching activities.

• Management & Information Systems Review
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• v.33 no.5
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• pp.233-247
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• 2014

The purpose of this study was to analyze the influence of teaching style on entrepreneurial intention of undergraduate. And this study was to analyze the influence of teaching style on study attitude of undergraduate. Additionally, this study was to analyze the influence of teaching style on self-esteem of undergraduate. The results of this study can be summarized as follows. Firstly, entrepreneurial intention of undergraduate showed a statistically significant difference based on teaching style. Secondly, study attitude of undergraduate showed a statistically significant difference based on teaching style. Lastly, Secondly, self-esteem of undergraduate showed a statistically significant difference based on teaching style.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.233-246
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• 2021

The study aims to find out the influence factors to intention of re-participation and intention of recommendation to overseas Taekwondo teaching experience. To accomplish this purpose, the subjects of this study consist of 316 people who have experienced Taekwondo teaching in overseas within the last five years. Descriptive analysis, one-way ANOVA, and hierarchical regression analysis were used to analyze data. 1) there was a significant difference in the intention of re-participation and intention of recommendation to overseas Taekwondo teaching experience according to the family income level, the period of experience, the satisfaction of curriculum, and the satisfaction of the field. 2) activity factors and interpersonal factors had an effect on intention of re-participation and intention of recommendation to overseas Taekwondo teaching experience more than personal factors. If this is reflected in the reality, students who majoring in Taekwondo will be able to have a higher quality overseas experience, which will ultimately contribute to the expansion of the job market and further development of Taekwondo internationalization.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.2
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• pp.157-166
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• 2017

Purpose: This study was done to explore recognition of accreditation for nursing education, job satisfaction and intention to change teaching area for faculty in Fundamentals of Nursing. Methods: Participants were 104 faculty members teaching Fundamentals of Nursing. Each participant responded to a questionnaire. Data were collected from June 25 to October 25, 2016, and analyzed using SPSS 23.0 for descriptive statistics, t-test, ANOVA, and Pearson correlation coefficient. Results: The participants' recognition of accreditation in nursing education was $3.45{\pm}0.81$ out of 5 and in the sub-items, the score for quality improvement in professors in Fundamentals of Nursing was lowest at $3.21{\pm}1.03$. Job satisfaction was $3.30{\pm}5.30$, and intention to change teaching area was $2.62{\pm}1.00$. Attributes related to practice appear to be major reasons why participants intended to change their teaching area and scores for intention to change teaching area were medium or higher. Conclusion: Results indicate that it is necessary to develop strategies to improve job satisfaction and reduce intention to change teaching area for faculty with less experience in Fundamentals of Nursing education. Development of strategies, management and support are needed to improve young professors' job satisfaction and reduce intention to change teaching area.

• Journal of the Korea Convergence Society
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• v.13 no.4
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• pp.203-211
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• 2022

Due to the Corona-19 pandemic, online education has grown worldwide and it is now being predicted that online education will dominate the future of education. This study examines, as characteristics of the human factor, the effect of self-efficacy; as system factors influencing learners' satisfaction with online learning and behavioral intention to use online learning, this study examines perceived social presence and perceived teaching presence. Participating in this study were 236 students who filled out an online survey in return for course credits. Study findings suggest that individuals with high social presence and teaching presence will have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low social presence and teaching presence. The study also found that individuals with high self-efficacy have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low self-efficacy. This study provides theoretical implications as well as practical implications for e-learning educators when it comes to enhancing students' satisfaction with online learning and behavioral intention to use online learning.