유아교사의 전문성 인식과 감성지능이 유아 문제행동 지도전략에 미치는 영향

Abstract

Objectives This purpose of this study was to investigate general trends of early childhood teachers’ professional recognition, emotional intelligence, guidance strategies for young children’s problem behavior and to identify correlations among factors, and to analyze the influences of early childhood teachers’ professional recognition, emotional intelligence and guidance strategies for young children’s problem behavior.
 Methods Date were collected from 318 early childhood teachers in Gyeongnam area, by using questionnaires of early childhood teachers’ professional recognition, emotional intelligence and guidance strategies for young children’s problem behavior from 20 April 2022 to 20 Jun. Date were analysed using One-way ANOVA, Pearson's correlation and hierarchical regression analysis through SPSS 25.0 program.
 Results First, the early childhood teachers’ professional recognition, emotional intelligence, guidance strategies for young children’s problem behavior according to general characteristics of early childhood teachers had statistically significant differences. Second, there was static correlation among the sub-elements of early childhood teachers’ professional recognition, emotional intelligence, guidance strategies for young children’s problem behavior. Third, the factor with the highest influences on guidance strategies for young children’s problem behavior was early childhood teachers’ professional recognition and emotional intelligence
 Conclusions In conclusion, early childhood teachers’ professional recognition and emotional intelligence are important variables affecting positively guidance strategies for young children’s problem behavior, and it is necessary to develop teachers’ training and programs for promoting guidance strategies for young children’s problem behavior.