A Structural Analysis of the Relationships Among Pre-service Early Childhood Teachers' Perception on Teacher Efficacy, Achievement Motivation and Happiness

Abstract

The purpose of this study was to establish and verify a model of structural relationships important task of happiness and teacher efficacy, and achievement motivation of the pre-service early childhood teachers. The subjects for this study were 235 pre-service early childhood teachers. The collected data were analyzed with SPSS 23.0 program and Amos20.0. The results showed that pre-service early childhood teachers perceived more than the normal level in the teacher efficacy, achievement motivation, and happiness. The highest correlated variable was personal teacher efficacy between happiness and teacher efficacy, according to the correlation analysis of teacher efficacy, achievement motivation and happiness perceived by pre-service early childhood teachers. In addition, confidency was highly correlated in the sub-variable of happiness and achievement motivation, and personal teacher efficacy and confidency were highest correlated factor in the sub-variable of teacher efficacy and achievement motivation. As the results of this study, personal and general teacher efficacy was affected the happiness of pre-service early childhood teachers by mediating factor of happiness and it confirmed as a ultimately suitable model. This study has significance by seeking improvement and strengthening the positive aspects of the training process by promoting happiness during the school life of pre-service early childhood teacher.