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Structural Relationship Between Early Childhood Pre-service Teachers Happiness, Teacher Aptitude, and Competency Recognition
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예비유아교사의 행복감, 교직적성, 역량인식 간의 구조적 관계

논문 기본 정보

Type
Proceeding
Author
Bo-Ram Lee (송원대학교) Sang-Ho Lee (송원대학교)
Journal
The Korean Entertainment Industry Association 한국엔터테인먼트산업학회 학술대회 논문집 한국엔터테인먼트산업학회 2017년도 추계학술대회 논문집
Published
2017.11
Pages
158 - 164 (7page)

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Structural Relationship Between Early Childhood Pre-service Teachers Happiness, Teacher Aptitude, and Competency Recognition
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Research history (2)

2018

Structural Relationship Between Early Childhood Pre-service Teacher’s Teacher Aptitude, Competency Recognition and Subjective Happiness
Bo-Ram Lee ,  Young Seo Journal of the Korea Entertainment Industry Association 2018.01 Academic journal

2017

Structural Relationship Between Early Childhood Pre-service Teacher"s Happiness, Teacher Aptitude, and Competency Recognition
Bo-Ram Lee ,  Sang-Ho Lee 한국엔터테인먼트산업학회 학술대회 논문집 2017.11 Proceeding
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Abstract· Keywords

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The purpose of this study is to investigate the relationship between pre - service teachers" competencies, teaching aptitudes, subjective well - being, and willingness to work. And we tried to examine the interrelationship between these variables. A questionnaire survey was conducted focusing on pre - service early childhood teachers and 238 questionnaires were collected and used in this study. For the purpose of the study, we used the structural equation model to verify the direct and mediating effects of each variable. The results of this study are summarized as follows. First, job aptitude has an influence on competence recognition. Job aptitude has an effect on subjective well - being. And subjective well - being have an effect on the will of work. However, job aptitude did not appear to have any effect on job commitment. Second, competence recognition did not play a role in the relationship between job aptitude and willingness to work. Subjective well - being has a role as a mediator between job aptitude and willingness to work. It is expected that the pre - service teacher will acquire the knowledge provided by the university and be connected to the action to change the consciousness of the preschool teacher through various psychological factors and practice the job.

Contents

요약
Abstract
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구자료 및 모형설계
Ⅳ. 실증분석
Ⅴ. 결론 및 제언
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UCI(KEPA) : I410-ECN-0101-2018-691-001441656