The study examined the need of awareness status of individual counseling to parents and awareness status, and analyzed problems teachers experienced in the individual counseling, problem reaction measure and awareness of improvement by the status of teacher’s education level, career and the completi...
The study examined the need of awareness status of individual counseling to parents and awareness status, and analyzed problems teachers experienced in the individual counseling, problem reaction measure and awareness of improvement by the status of teacher’s education level, career and the completion of counseling education in order to set systematic individual counseling directions to parents. This study was targeted to 187 nursery teachers in 13 public and state nurseries, 18 private nurseries and 3 home nurseries in Seoul and Gyeonggi area. The questionnaire survey was made. Statistical methods such as frequency, percentage, mean, standard deviation, t-test, ANOVA and Scheffe test were used for analysis. The research results are as below. Majority teachers recognized the necessity of individual counseling to parents and they regarded the major reason for individual counseling for coherent education both at home and at the nursery. For the status of individual counseling carried out in the nursery, twice per year was the majority for the number of counseling and counseling used to be performed in the evening. As for counseling time, 20∼30 minutes were the majority, and observation record was used the most. The method of selection data was subject to the institution’s policy. The groups with lower education level of nursery teachers, with short experiences and with no counseling education had experienced more problems such as ‘lack of counseling technique’, ‘burdensome to talk with parents’, and ‘insufficient knowledge to react questions of parents, compared with the opposite groups. As for the reaction method of problems caused at the individual counseling of parents, the groups with higher education level and with counseling education used active problem solving methods than others. Meanwhile, the reaction method by career of teachers had no statistical differences. Teachers had highly recognized improvement points on individual counseling which included professional knowledge of parent counseling, communication education, support of reduced workload of teachers and special counselor link service. As there was no difference by education level, career and counseling education of teachers, it can be regarded the common requirements of teachers were reflected. Based on the research result, the suggestions can be made as below. Firstly, to improve effect of individual counseling effect of nursery teachers, it needs to include parent counseling special knowledge education and communication education for the nursery teacher education course. And support to reduce workload of teachers and link service between nurseries and infant special counselor are required. Secondly, as for limitations of this study, the research target was restricted to nursery teachers in Gyeonggi and Seoul, and the population was not representative to all teachers. And, the objective verification of validity of investigation tool and reliability is insufficient to generalize the result. Therefore, it is necessary to make comparative study on the differences of awareness of problem experience and reaction method of teachers before and after counseling education and it is also necessary to take research to nationwide large population nursery teachers on the awareness of teachers and improvement methods.
The study examined the need of awareness status of individual counseling to parents and awareness status, and analyzed problems teachers experienced in the individual counseling, problem reaction measure and awareness of improvement by the status of teacher’s education level, career and the completion of counseling education in order to set systematic individual counseling directions to parents. This study was targeted to 187 nursery teachers in 13 public and state nurseries, 18 private nurseries and 3 home nurseries in Seoul and Gyeonggi area. The questionnaire survey was made. Statistical methods such as frequency, percentage, mean, standard deviation, t-test, ANOVA and Scheffe test were used for analysis. The research results are as below. Majority teachers recognized the necessity of individual counseling to parents and they regarded the major reason for individual counseling for coherent education both at home and at the nursery. For the status of individual counseling carried out in the nursery, twice per year was the majority for the number of counseling and counseling used to be performed in the evening. As for counseling time, 20∼30 minutes were the majority, and observation record was used the most. The method of selection data was subject to the institution’s policy. The groups with lower education level of nursery teachers, with short experiences and with no counseling education had experienced more problems such as ‘lack of counseling technique’, ‘burdensome to talk with parents’, and ‘insufficient knowledge to react questions of parents, compared with the opposite groups. As for the reaction method of problems caused at the individual counseling of parents, the groups with higher education level and with counseling education used active problem solving methods than others. Meanwhile, the reaction method by career of teachers had no statistical differences. Teachers had highly recognized improvement points on individual counseling which included professional knowledge of parent counseling, communication education, support of reduced workload of teachers and special counselor link service. As there was no difference by education level, career and counseling education of teachers, it can be regarded the common requirements of teachers were reflected. Based on the research result, the suggestions can be made as below. Firstly, to improve effect of individual counseling effect of nursery teachers, it needs to include parent counseling special knowledge education and communication education for the nursery teacher education course. And support to reduce workload of teachers and link service between nurseries and infant special counselor are required. Secondly, as for limitations of this study, the research target was restricted to nursery teachers in Gyeonggi and Seoul, and the population was not representative to all teachers. And, the objective verification of validity of investigation tool and reliability is insufficient to generalize the result. Therefore, it is necessary to make comparative study on the differences of awareness of problem experience and reaction method of teachers before and after counseling education and it is also necessary to take research to nationwide large population nursery teachers on the awareness of teachers and improvement methods.
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