초등교사의 경청과 공감이 교사-학생관계 교사효능감에 미치는 영향

Abstract

Objectives This study aims to draw educational implications by assessing the influences of elementary school teachers’ ‘attentive listening’ and ‘empathy’ on ‘teacher efficacy for teacher-student relations’ mediated by ‘self-esteem.’ Methods To understand the correlation and causality between variables set in this study, exploratory factor analysis, reliability analysis, correlation analysis, simple regression analysis, multiple regression analysis, mediator variable regression analysis were conducted. Results First, attentive listening had a significant impact on teacher efficacy for teacher-student relations (H1 adopted: B=.563, p<.001). Second, empathy had a significant impact on teacher efficacy for teacher-student relations (H2 adopted: B=.452, p<.001). Third, attentive listening had a significant impact on self-esteem (H3 adopted: B=.454, p<.001). Fourth, empathy had a significant impact on self-esteem (H4 adopted: B=.424, p<.001). Fifth, self-esteem had a significant impact on teacher efficacy for teacher-student relations (H5 adopted: B=.590, p<.001). Sixth, attentive listening had a significant impact on teacher efficacy for teacher-student relations mediated by self-esteem (H6 adopted: β=.357, p<.001). Seventh, empathy had a significant impact on teacher efficacy for teacher-student relations mediated by self-esteem (H7 adopted: β=.294, p<.001). In addition, in the relations of attentive listening and empathy with teacher efficacy for teacher-student relations, self-esteem had a partial mediation effect. In addition, as for the influence of the independent variable on teacher efficacy for teacher-student relations, attentive listening had a relatively greater impact than empathy. Conclusions This study drew educational implications by revealing the causal relation and influence of several variables affecting ‘teacher efficacy for teacher-student relations.’ The results of this study suggest that attentive listening and empathy are needed for smooth teacher-student relation. Smoother teacher-student relations can be expected when attentive listening and empathy are mediated with positive self-esteem. Hopefully, this study would contribute to the promotion of elementary school teachers’ ‘teacher efficacy for teacher-student relations’ and help research related to attentive listening and empathy.