유아교사의 놀이교수효능감, 정서표현성, 교사 부모 협력이 교사 유아 상호작용에 미치는 영향

Abstract

The purpose of this study is to investigate the relationship and relative influence of early childhood teacher’s play teaching efficacy, emotional expressiveness, and teacher-parent partnership that affect teacher-child interaction. The subjects for this study were 352 children aged 4,5 and Early childhood teachers in kindergartens and daycare centers in Busan and Gyeongsangnam-do. The collected data were analyzed through correlation analysis and stepwise multiple regression analysis using the SPSS 25.0 program. As a result of the study, first, there was a positive correlation between early childhood teacher’s play teaching efficacy, emotional expressiveness, teacher-parent partnership, and teacher-child interaction. Second, as a result of the relative influence on teacher-child interaction, belief in the efficacy of play teaching, a sub-factor of play teaching efficacy, was a significant positive predictor that predicted the greatest influence on all teacher-child interaction and sub-variables and seeking information, a sub-factor of teacher-parent partnership was second. In conclusion, this study is significant in that it analyzes teacher’s internal and external variables that affect teacher-child interaction together and this suggests that it can serve as basic data for developing measures to improve the quality level of teacher-child interaction.