Korean Elementary Teachers Research Articles

Mediating Role of Psychological Capital in Korean Teachers’ Grit and Burnout

This study aimed to investigate whether psychological capital mediates the relationship between grit and teacher burnout. Data from 574 Korean elementary and secondary school teachers were analyzed using correlation and regression analyses to determine whether psychological capital negatively mediates the link between grit and burnout. The results revealed that grit significantly reduces teacher burnout and confirmed the negative mediating role of psychological capital in this relationship. Given the limited research in this area, these findings contribute to the theoretical and empirical understanding of how grit, psychological capital, and burnout are interconnected in the teaching profession. For future research, the author suggests exploring group differences in burnout, grit, and psychological capital based on teachers' demographic factors, using multilevel or hierarchical linear models to identify distinct strategies and the impact of individual and organizational characteristics.

More we or more me? How collaboration and autonomy connect with school climate, team innovativeness and school satisfaction among Korea’s teachers

ABSTRACT Prior large-scale research on teacher collaboration and autonomy has failed to distinguish effects within and between schools or among elementary and middle school teachers. This lack of research has implications for professional development in countries like Korea, where national policies have increasingly favoured teacher collaboration. We therefore employed multilevel structural equation modelling to analyse Teaching and Learning International Survey 2018 responses from 5,601 Korean elementary and middle school teachers. Our findings revealed significant direct and indirect effects among the variables of teachers’ perceptions of teacher collaboration, teacher autonomy, school climate, team innovativeness and school satisfaction. At the teacher level, the main differences between elementary school and middle school teachers related to classroom autonomy and team innovativeness. Collaboration and autonomy significantly predicted school satisfaction among elementary school teachers but not middle school teachers. There were also key differences in effects from teacher collaboration and classroom autonomy at the teacher and school levels. The most notable finding was that school climate mediated the relationship between classroom autonomy and school satisfaction at the teacher level. As these factors relate to the uptake and implementation of professional development, we provide key recommendations for local and national policy-makers hoping to optimise learning opportunities for teachers.

A case study of South Korean elementary school teachers’ emergency remote teaching

COVID-19 is an unprecedented pandemic that has impacted the whole world. The pandemic made researchers and educators realize the critical need to prepare for future disasters. This study explored a context-specific case for elementary online learning where we investigated how elementary school teachers transitioned to emergency remote teaching (ERT) from face-to-face to online learning during the pandemic. A case study approach was used to explore South Korean elementary teachers’ ERT approaches and experiences during COVID-19. Using the CIPP (Context, Input, Process, and Product) framework, we sought to understand how the transition occurred from the perspectives of the teachers. The analysis uncovered several themes that fall under each category of the framework. In terms of context, limited technological aptitude and lack of training in online instructional design as well as policy issues and socio-economic differences were identified as key factors in assessing the current state of the ERT. In terms of input, instructors’ efforts as well as support from in and out of school were discussed. Student interaction and engagement were identified as key factors in understanding the process of ERT. Lastly, learning outcomes, instructional strategies, and systemic transformation emerged as products of ERT.

전문적학습공동체와 교장 지도성이 교사의 수업 실천에 미치는 상호작용 효과

Objectives This study analyzes the TALIS 2018 data representative of Korean elementary and middle school teachers and analyzes the effect of professional learning communities on teachers' teaching practices and the interaction effect with principal leadership.
 Methods In order to estimate the effect of a professional learning community on teachers' teaching practice, this study used a propensity score matching method and a multilevel model to control self-selection errors that occur when analyzing observational data and to examine the hierarchical nature of the analyzed data. Supplemented.
 Results As a result of the analysis, it was confirmed that the professional learning community had a significant impact on elementary and middle school teachers' student cognitive activation class practice. In addition, in the case of middle schools, it was found that when the principal provided direct instructional guidance to teachers participating in the professional learning community, the teacher's class practice of activating student cognition increased.
 Conclusions Based on this, this study discusses the need for professional learning community policies to be continuously implemented.

Exploring Korean elementary classroom teachers' practices of movement integration: the ten MI styles

ABSTRACT Background Movement Integration (MI) is widely recognized for its importance in promoting children's physical activity (PA) and academic achievement. Originating from different research traditions, two lines of research on classroom-based PA (exercise and cognition, embodied cognition) have been discussed separately in the research field, leading to a lack of coherence in specifying MI strategies. Efforts to view MI as a comprehensive educational practice based on actual school settings are required. Purpose The didactic approach allowed us to explore diverse MI implementations that encompass health promotion and embodied learning perspectives, facilitating the translation of policy into pedagogy. Within an educational framework, this study explored the practices of MI among South Korean elementary classroom teachers where MI has not yet been officially introduced at the policy level. The study also aimed to develop an integrative taxonomy that classifies the various MI strategies employed by teachers. Methods Twelve teachers from ten public elementary schools participated in this qualitative study. To identify information-rich cases, purposeful sampling and maximum variation strategy were applied. The data collection process involved conducting individual semi-structured interviews as well as gathering relevant documentation and audio-visual resources. The data were analyzed by a constant comparative method using open and axial coding techniques. Results and discussion Through didactic analysis, ten strategies, conceptualized as MI styles, were identified as ‘Rhythm,’ ‘Transition,’ ‘PE,’ ‘Play,’ ‘Mastery,’ ‘Simulation,’ ‘Shape,’ ‘Drama,’ ‘Sensory,’ and ‘Expression.’ Two dimensions describing different styles of MI were revealed to the spectrum of movement freedom and academic infusion which were organized into a four-quadrant taxonomy. Being displayed on the Movement Integration Style Quadrant (MISQ), ten MI styles were sorted out into four main themes: active break, active environment, active lesson, and enactive learning. Based on the didactic tradition, the dynamic interactions between teacher, students, and content as well as students' body, brain, and environment in MI were discussed seeking the harmonization of different perspectives. Illuminating its educational value, this study suggests the reciprocal coexistence of all themes of MI in the classroom to realize a body-presence pedagogy that provides meaningful experiences.

AI 기반 영어 교육용 프로그램과 한국인 교사의 초등학생 영어 발음평가 비교 연구

AI 기반 영어 교육용 프로그램과 한국인 교사의 초등학생 영어 발음평가 비교 연구

교사협력활동과 교수역량의 관계에서 교사효능감의 매개효과분석

Purpose: The purpose of this study is to analyze the mediating effect of teacher efficacy in therelationship of collaborative activities and teaching competencies of elementary school teachers. Methods: We analyzed the data of 3,165 Korean elementary school teachers of TALIS (TeachingAnd Learning International Study) 2018. Two mediating models (full mediation and partial mediationmodels) were compared,using Mplus 5.2.In particular, sampling weights of teachers were incorporatedin the structural equation modeling to account for possible selection bias. Results: Results are as follows. First,the mediating effect of teacher efficacy in the relationship ofcollaborative activities and teaching competencies was statistically significant. Second,the partial mediationmodel outperformed the full mediation model in terms of statistical significance and explanation. Conclusion: Teachers who actively participates in teacher collaboration were found to have higherefficacy, and higher efficacy in turn lead to higher teaching competencies.And teacher efficacy showsa significant mediating effect on teacher collaboration and teaching competencies. This study can beutilized as an evidence in designing and implementing effective teacher collaboration activities topromote teaching competencies. The fact that this study analyzed a large-scale dataset (TALIS) whichtargets the whole population of Korean elementary school teachers also contributes to the generalizationof the results.

Impact of Teachers' Post-Traumatic Stress Due to Violence Victimization: Moderated Mediation Effect of Living a Calling.

Based on the Affective Events Theory, Work as a Calling Theory, and related studies, this research examined the moderated mediating effects of Living a Calling and the mediating effect of social interaction anxiety and psychological burnout on the relationships between post-traumatic stress disorder symptoms consequent to violence victimization, self-destructive behaviors, and turnover intention. Data from 420 Korean elementary and secondary school teachers were analyzed using the moderated mediation model. The analysis revealed that post-traumatic stress disorder caused by violence victimization positively affected self-destructive behavior and turnover intention through the sequential mediation of social interaction anxiety and psychological burnout. Further, Living a Calling moderated the indirect effect of violence victimization; the stronger the Living-a-Calling experience, the greater the indirect effect of violence victimization on turnover intention. Additionally, when the sense of Living a Calling was low, post-traumatic stress disorder caused by violence did not significantly affect turnover intention through social interaction anxiety, but contrary to expectations, the stronger the sense of Living a Calling, the more positive the mediating effect of social interaction anxiety. Therapeutic interventions in teachers' work environment, improvements, and suggestions for future research are discussed.

3~4학년군 영어 문자 언어 지도에 관한 초등교사의 인식과 경험 및 관련 요인 탐구

3~4학년군 영어 문자 언어 지도에 관한 초등교사의 인식과 경험 및 관련 요인 탐구

Effects of Local Culture and Teacher Efficacy on Teacher Enactment of Curriculum Reform in South Korea

Guided by social cognitive theory (SCT), this research investigates the structural relationships among local culture, teacher efficacy, and teachers’ exercise of curricular autonomy. A total of 605 Korean elementary school teachers completed survey questionnaires that underwent structural equation modeling analysis with a phantom model approach to identify the motivational factors and their relationships. The results indicate that teachers’ degree of internalization of mainstream Korean culture and teacher efficacy influence their implementation of the reform agenda, while teacher efficacy mediates the effect of culture. Theoretical and practical implications for scholars, policy-makers, and practitioners are provided.

Validity Evidence of The HOPE Scale in Korea: Identifying Gifted Students From Low-Income and Multicultural Families

The underrepresentation of students from low-income families and of culturally diverse students is a longstanding and pervasive problem in the field of gifted education. Teachers play an important role in equitably identifying and serving students in gifted education; therefore, the Having Opportunities Promotes Excellence (HOPE) Scale was used in this study with a sample of Korean elementary school teachers ( n = 55) and their students ( n = 1,157). Confirmatory factor analysis and multigroup confirmatory factor analysis results suggested the HOPE Scale shows equivalence of model form, factor loading, and factor variances across different income and ethnic groups. A follow-up interview with teachers ( n = 6) revealed they acknowledged the importance of using the HOPE Scale as an additional method for identifying gifted students; however, they indicated less confidence about rating gifted students’ social characteristics compared with academic components in the HOPE Scale.

A Psychometric Analysis and Revision of the Mathematics Teaching Efficacy Beliefs Instrument Using the Rasch Model: Focusing on Personal Teaching Efficacy

The purpose of the study was to examine the psychometric properties of the personal teaching efficacy of the Mathematics Teaching Efficacy Beliefs Instrument and revise the scale for the use of Korean elementary school teachers. Data were collected from 299 elementary teachers. A Rasch analysis was used to evaluate unidimensionality and appropriateness of category use and item difficulty levels. Moreover, person separation and reliability as well as item separation and reliability were examined using the revised scale. Results suggested the original personal teaching efficacy scale (13 items with five categories) had several problems in its psychometric properties. Thus, we revised the scale into eight items with four categories. The results of the follow-up analysis show the revised scale provided sufficient psychometric properties for measuring Korean elementary school teachers’ self-efficacy beliefs for teaching mathematics. Limitations and implications of the study are also discussed.

The Enlightenment of South Korean Elementary and Middle School Teachers’ Urban-Rural Mobility System to Teacher Mobility under the Background of China’s “Double Reduction” Policy

The Enlightenment of South Korean Elementary and Middle School Teachers’ Urban-Rural Mobility System to Teacher Mobility under the Background of China’s “Double Reduction” Policy

Korean Elementary Teachers’ Perceptions of NESs’ and NNESs’ Pronunciation

Despite the validated EIL status, native English accents are commonly regarded as the most appropriate pronunciation-teaching norms, while nonnative accents are still considered inappropriate. This study attempts to explore Korean-speaking elementary teachers’ perceptions of native and nonnative English accents and find out the extent to which the teachers’ ratings of the accents show variance and correlations as regards likeability, familiarity, intelligibility, comprehensibility, and instructional model suitability. For these, 53 in-service Korean-speaking elementary teachers were asked to evaluate two native (American and British) and two nonnative (Filipino and Korean) English accents by the five variables. The results were as follows: 1) The AmE accent was rated most positively, while the FiE accent was least favorable in all the variables; 2) The KoE accent was evaluated to be more familiar, intelligible, and comprehensible than the BrE accent at a significant level. In contrast, the two accents exhibited an insignificant difference in likeability and suitability; 3) Significant correlations were obtained among the variables except for comparisons of likeability-intelligibility, likeability-comprehensibility, and familiarity-comprehensibility; 4) The instructional model suitability had a significant correlation with the four remaining variables. Based on these results, pedagogical implications and implications for teacher education were suggested, followed by this study’s limitations.

South Korean elementary school teachers’ experiences of inclusive education concerning students with a multicultural background

ABSTRACT Due to the increase of economic immigration over the last few decades, South Korea has rapidly become a multi-ethnic society. The number of students with a multicultural background (SMBs) has increased more than tenfold in the past ten years. Research has revealed that despite physical inclusion of SMBs in general classrooms, SMBs tend to struggle at school as a result of language difficulties, academic underachievement, and social isolation. Shedding light on the Salamanca thinking, this study aims to investigate how teachers’ experiences of SMBs vary according to school cultures. Thirteen teachers from three schools (with different school cultures) were invited to participate in qualitative semi-structured interviews. It was revealed that the teachers, who worked in the different school cultures, expressed differently with regard to (1) teachers’ reasoning about SMBs’ struggles, (2) teachers’ professional knowledge and strategic practices, (3) collaboration with a multicultural education supervising teacher (MEST), and (4) dependency upon external support. The school judged to be contributing to ‘true’ inclusion was characterised by ample support from a MEST and the creation of an inclusive learning environment for SMBs as a whole-school approach. What can further ‘true’ inclusion of SMBs in elementary schools and the implications thereof are discussed.

Korean Elementary Pre-service Teachers’ Experience of Learning and Using English and Attitudes towards World Englishes

This study investigates 135 Korean elementary preservice English teachers’ (KEPETs) experience of learning and using English and their attitudes on World Englishes (WEes). They completed 52 7-Likert type items with 4 open-ended questions. The 10 KEPETs were also interviewed in a semi-structure manner. The ANOVA and independent t-tests of the survey data showed that the majority of these KEPETs predominantly learned and used American English and had limited experience in WEes. However, among the key findings of this study, the KEPETs in the survey appeared to fully understand the importance of exposing their learners to WEes and had willingness to teach them despite their lack of knowledge and skills on how to teach them. Similarly, the open-ended and interview data analyzed through either key word counts or the selection of recurring comments or issues revealed that several KEPETs were still entrenched in teaching only SE in class despite their positive attitude towards WEes and willingness to teach them in future. Accordingly, this paper calls for an immediate inclusion of WEes in elementary English teacher education given that raising young learners’ awareness on WEes at an early stage can have a resounding impact on their attitudes towards WEes in future.

Professional judgement and cultural critical consciousness: the dynamics of teachers’ decision-making for teaching controversial cultural issues

ABSTRACTIn a multicultural democratic society, the increasing demographic diversity within and across nation-states calls attention to pedagogical knowledge and skills needed to engage students in discussing controversial cultural issues (CCIs). Woven in the intersection of democratic education and multicultural education, this qualitative study sought to unravel the nature and process of teachers’ decision-making for their instruction of CCIs by taking a closer look at the experiences of three South Korean elementary teachers. The findings highlight how the teachers’ conceptions of certain cultural issues have changed over time with the nation’s growing demographic diversity, how the shift in their perspectives has affected their professional judgement for the instruction of such issues, and how the teachers’ cultural critical consciousness impacts their professional judgement.

Korean elementary school teachers’ implementation of mathematics instruction for students struggling to learn mathematics in inclusive settings

In this study, the researchers used a researcher‐developed online survey to examine the beliefs of elementary school general and special education teachers regarding inclusion and their implementation of mathematics instructional practices. Participants were 55 general and 38 special education teachers. The data analysis was performed using frequency analyses, crosstabs statistics (Fisher's exact test) and independent t‐tests. Results indicated that both general and special education teachers recognised the importance of and need for inclusive education. Further, the most frequently used instructional groupings were a whole class and an individualised grouping for general and special education teachers respectively. The two groups’ responses about the use of instructional materials and practices varied considerably. Finally, both groups reported a relatively high level of confidence in mathematics topics in general. Limitations, recommendations for future research and instructional practices are discussed.

Navigating social justice literacies: the dynamics of teacher beliefs in teaching for social justice

Social justice and equity have become indispensable to the critical lexicon of education scholars around the globe. By combining a theory of teaching for social justice with complexity theory perspectives, this study explores South Korean elementary teachers’ beliefs about social justice teaching in relation to practices and contexts. By analyzing the data collected from interviews and observations, the findings illuminate the dynamics of teachers’ beliefs in social justice teaching, with focus on dilemmas caused by (1) tensions within the individual teachers’ beliefs about what one should know and be able to do to promote social justice and (2) tensions between the teachers’ beliefs in social justice teaching and the given contexts. The findings also suggest that a democratic school context and teacher reflections collectively contribute to building a more integrative view on social justice teaching. By connecting the teachers’ unique experiences of being involved in social justice teaching with existing scholarship across nations, recommendations for teacher education, national curriculum, and education policies are provided.

Korean Elementary Teachers’ Beliefs in Constructivist Science Teaching Practice

This study aims to explore elementary science teachers’ perception of constructivist teaching practice. Teachers’ belief may well be related to actual teaching practice in their classrooms. More than that, these days are called as the era of post-constructivist teaching. In order to depict how close Korean elementary classrooms are to constructivist teaching practice, the first and critical indicator would be science teachers’ perception on that. Philosophy of Teaching and Learning(PTL) and Seven Constructivist Questions(SCQ) were used as self-evaluation questionnaires. The SCQ consisted of seven questions describing of the seven constructivist teaching elements including Content, Context, Constructivism, Curriculum, Curiosity, Assessment, and Inquiry. Based on the results, it will be hardly generalized but it could be stated that Inservice teachers’ believes regarding science teaching are at the conceptual stage of constructivist teaching practice.