Earticle

This paper examines the determinants of foreign entry mode choice in China’s banking sector with a focus on strategic investment and wholly-owned subsidiaries. A conceptual framework that integrates the institution-based view and resource-based view is developed to analyze what determines foreign entry mode choice in China’s banking sector. On the institution side, this paper finds that regulation/deregulation of host country on foreign financial institutions, especially the regulation on business scope and entry requirements, affect foreign entry mode choice. On the resource side, strategic investment provides foreign financial institutions access to location-specific resources, especially customer information, and then the wholly-owned subsidiaries of financial institutions would like to utilize the location-specific resources to do their own business.

본 연구는 예비 영유아교사의 교직선택동기와 교직관 및 교직헌신의지 간에 어떠한 관계가 있는지와 이들의 양성기관에 따른 차이를 살펴보고 이에 따른 시사점을 도출하고자 수행되었다. 연구대상은 영유아교사 양성기관 총 13곳에 재학 중인 예비 영유아교사 717명이다. 자료분석은 상관관계 분석, 공분산분석, 분산분석 및 사후검증을 실시하였다. 연구의 결과 첫째, 교직선택동기의 하위변인인 능동적동기와 물리적동기는 교직관 및 교직헌신의지와 정적상관이, 수동적동기와는 대부분 부적상관이 있었다. 둘째, 예비 영유아교사의 연령, 교육연한, 결혼여부를 통제한 후 양성기관에 따른 차이를 살펴본 결과 교직선택동기 하위변인 모두에서 집단 간 유의미한 차이가 나타났다. 교직관은 대부분의 하위변인에서 4년제 유아교육과와 4년제 보육관련학과에 재학 중인 예비 영유아교사가 가장 높았고, 교직헌신은 하위변인 모두에서 4년제 유아교육과에 재학 중인 예비 영유아교사가 가장 높았다. 본 연구는 예비 영유아교사의 교직선택동기와 교직관, 교직헌신의지의 상관관계와 영유아교사 양성기관에 따른 차이를 살펴봄으로써 질 높은 영유아교사 양성교육을 실현하기 위한 기초자료를 제공하였다는 데에 의의가 있다.

This study is conducted to examine the relationship among pre-service early childhood teachers’ motivation for choosing teaching profession, their view of teaching and will of professional commitment, as well as the difference among them based on their training institutions, therefore, draw consequent implications. Subject includes 717 pre-service early childhood teachers currently enrolled in 13 early childhood teacher training institutions. Data are analyzed by Pearson’s correlation coefficient, ANCOVA and Scheffe-test as post hoc test. Result of the study are as following. First, the sub-variables of motivation for choosing teaching professional, active motivation and physical motivation, displayed positive correlation with view of teaching and will of professional commitment, while passive motivation displayed negative correlation. Second, the difference based on training institutions after controlling pre-service early childhood teachers’ age, teaching term, and marital status, showed significant differences in all sub-variables of motivation for choosing teaching profession. Pre-service teachers in 4-year early childhood education and 4-year childcare education displayed the highest values in the view on teaching profession, and pre-service teachers in 4-year early childhood education displayed the highest values in the will of professional commitment. This study is significant in providing basic data to realize high quality early childhood teacher training by examining the correlation among pre-service early childhood teachers’ motivation for choosing teaching profession, their view of teaching and will of professional commitment, as well as the differences based on their training institutions.