Abstract
The purpose of this study is to analyze the impact of perceived social support and emotional intelligence on teacher-child interactions among kindergarten and daycare teachers. A survey was conducted with 332 early childhood teachers employed in kindergartens and daycare centers located in S City, I City, and G Province. The collected data were analyzed using Pearson correlation analysis and multiple regression analysis through SPSS 29.0. The findings of the study are as follows. First, there was a significant positive correlation between social support, emotional intelligence, and teacher-child interactions. Second, emotional intelligence had a significant impact on teacher-child interactions, while social support did not show a significant relative influence. The findings of this study can serve as foundational data for developing training programs aimed at enhancing early childhood teachers' emotional intelligence and establishing strategies to improve teacher-child interactions.
Published Version
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