Correction to: Pathways to Quality: Teacher Efficacy Mediates Professional Perceptions’ Impact on Teacher–Child Interactions

Background/Objectives: It is well known that children gain skills and develop ideas and values from play, which is why play-oriented curricula are based on new understandings of learning through play. However, concerns have been raised about whether children can learn when playing on their own. It has therefore been suggested that early childhood teacher-child interactions should be focused on ensuring that child play is centered on learning and development. To examine this more closely, this study explored the relationships between emotional intelligence, teacher efficacy, resilience, and teacher-child interactions in kindergarten teachers.
 Methods: The participants; 219 kindergarten teachers in U-city; completed questionnaires on emotional intelligence, teacher efficacy, resilience, and teacher-child interactions. Descriptive statistics were first used to summarize and describe the variables, after which the data were analyzed using correlations and stepwise multiple regressions.
 Results: Statistically significant positive correlations were found between emotional intelligence, teacher efficacy, resilience, and teacher-child interactions. Emotional interactions were predicted by resilience, teacher efficacy, and the teachers’ emotional intelligence, linguistic interactions were predicted by resilience and teacher efficacy, behavioral interactions were predicted by resilience and teacher efficacy, and teacher- child interactions were predicted by emotional intelligence, teacher efficacy, and teacher resilience.
 Conclusion/Implications: Resilience has a greater influence on teacher-child interactions than teacher efficacy and emotional intelligence.

The purpose of this study is to identify the appropriate time of educational service and to verify the effect of educational service on teacher efficacy and teacher-child interaction. For this purpose, the following were investigated : 1. difference of teacher efficacy and teacher-child Interaction by educational service time, 2. relationship between educational service, teaching efficacy and teacher-child interaction and 3. mediation effect of teacher efficacy in educational service and teacher-infant interaction. The subjects of this study were 272 students in 3rd grade at 4-year university in Seoul and Kyonggi–do. Through questionnaires, the educational service, teacher efficacy, and teacher-child interaction were investigated. And The data were analyzed statistically. The results of the study are as follows. First, teachers efficacy and teacher-child interaction were significantly different according to the hours of service. Second, there was a statistically significant relationship between educational service hours, teacher efficacy, and teacher-child interaction. Third, teacher efficacy has a partial mediating effect between the educational service hours and the teacher-child interaction. The results of this study are meaningful in that it provides basic data on educational service programs for pre-service early childhood teachers.

ABSTRACTThe present study investigated the structural relationships between Korean preschool teachers’ work environments, self-efficacy, and children’s peer play interactions; it also examined the mediating influence of teacher–child interactions on these relationships. This study performed SEM analysis on 1193 teachers’ survey responses from the 2014 Panel Study on Korean Children. The results showed that, first, teachers’ self-efficacy not only directly influenced teacher–child interactions but also influenced children’s peer play interactions through teacher–child interactions. Second, teachers’ work environments not only directly influenced teacher–child interactions, but also influenced children’s peer play interactions (mediated by teacher–child interactions). Third, teacher–child interactions had a direct effect on children’s peer play interactions. The paper concludes with a discussion of the implications of the influence of Korean preschool teachers’ work environments and self-efficacy on children’s peer play interactions, mediated by teacher–child interactions.

Objectives The purpose of this study was to examine the relationship among belief in play, teaching efficacy in play, and teacher-child interaction of early childhood teachers. Specially, this study was to investigate the mediating effect of physical environment on the relationship among belief in play, teaching efficacy in play, and teacher-child interaction of early childhood teachers. Methods The study participants were 264 early childhood teachers working in daycare centers in B and Y province. Questionnaires about belief in play, teaching efficacy in play, physical environment, and teacher-child interaction were used to collect data through emails and mails. Data were analyzed using descriptive statics, Pearson correlation, Step-wise multiple regression, and Sobel test for mediating effect. Results First, it was found that there was a positive correlation among belief in play, teaching efficacy in play, physical environment, and teacher-child interaction. Second, it was found that belief in play, teaching efficacy in play, and physical environment were predictive variables of teacher-child interaction. Third, the mediating effect of physical environment among belief in play, teaching efficacy in play, and teacher-child interaction was found to be partially significant. Conclusions This result is meaningful in that physical environment is also important to improve teacher-child interaction besides belief in play and teaching efficacy in play.

본 연구의 목적은 유아의 기질과 교사효능감 및 교사-유아상호작용이 유아의 또래놀이상호작용에 미치는 영향을 알아보는 것이다. 이를 위해 한국아동패널 5차년도 데이터를 활용하여 유아의 성별에 따른 기질과 또래놀이상호작용, 교사효능감, 교사-유아상호작용에 차이가 있는지를 살펴보고 제 변인 간의 상관관계를 알아보았다. 그리고 위계적 회귀분석을 통해 유아의 기질변인과 교사효능감 및 교사-유아 상호작용의 교사변인이 또래놀이상호작용의 하위요인인 놀이상호작용, 놀이방해, 놀이단절 행동에 미치는 상대적인 영향력을 분석했다. 연구결과를 살펴보면 첫째, 유아의 활동성 기질 및 또래놀이상호작용에서 성차가 나타났다. 둘째, 유아의 사회성 기질이 높을수록 놀이상호작용, 놀이방해, 놀이단절이 모두 높게 나타났으며, 활동성 기질이 높을수록 놀이방해가 많이 나타나고 정서성 기질이 높을수록 놀이단절을 많이 보이는 것으로 밝혀졌다. 셋째, 유아의 기질과 교사-유아상호작용은 또래놀이상호작용의 하위요인인 놀이상호작용, 놀이방해, 놀이단절 행동을 예측할 수 있는 변인으로 나타났으며, 그 영향력의 정도에 있어서 교사-유아상호작용이 유아의 기질보다 더 큰 영향을 주는 것으로 밝혀졌다. 이와 같은 분석결과에 근거하여 유아교사가 보육 교육기관에서 유아의 개인변인을 고려하여 또래놀이상호작용을 증진시키는 구체적인 역할 및 추후연구에 대해 제안했다. The purpose of the study was to analyze the effects of both young children's gender and temperament and their teachers' teaching efficacy and teacher-child interactions on peer play interactions. For this purpose, the data from the 2012 Panel Study on Korean Children were analyzed using analyses of variances and correlation co-efficiencies. In addition, analyses of hierarchical regression, with young children's temperament and teacher-related factors (teaching efficacy and teacher-child interactions) as the independent variables and three sub-factors of peer play interactions (play interaction, play disruption, play disconnection) as the dependent variables, were conducted. The results showed that young children's temperament, teacher efficacy, teacher-child interactions, and peer play interactions differed by gender and significantly correlated. Young children's temperament and teacher-child interactions significantly affected young children's peer play interactions, and the effect of teacher-child interactions was larger than the effect of temperament by 2~2.5 times. The results proved the importance of early childhood teachers' roles in the development of young children's peer interactions with consideration of differences based on children's gender and temperament. With the results given, implications and suggestions for further research were discussed.

Objectives The purpose of this study is to investigate the mediating role of professional perception in the relationship between social support and teacher-child interaction.
 Methods To this end, a survey was conducted on childcare teachers working at daycare centers in the J area. For the collected data, frequency, percentage, mean and standard deviation were calculated using the SPSS 24.0 statistical program, and correlation and mediation analysis were performed.
 Results The results of the study were as follows: First, the relationship between social support, professional perception, and teacher-child interaction showed significant static correlations between all variables. Second, the mediating effect of professional perception in the relationship between social support and teacher-child interaction was examined, and it was found that it plays a partial mediating role.
 Conclusions This study found that professional perception has a partially mediated effect on the relationship between social support and teacher-child interaction. Based on the results of the study, we discussed the interest in professional perception as a mediating factor linking social support and teacher-child interaction, and ways to promote social support and professional perception to improve the quality of teacher-child interaction.

The goals of this research were to describe the daily life of children and teachers in Chinese kindergarten programmes, to better understand how teacher–child interactions affect both teachers and children. The main assumption guiding this research was that teacher–child interaction is one of the most important processes in early childhood education. A clear understanding of typical teacher–child interactions may help to improve teachers’ support of children’s learning and development. In‐depth field observations of 12 Chinese teachers in six classrooms were conducted using a participant‐observer approach. Five hundred and eighty‐nine teacher–child interaction cases were observed and described. An inductive content analysis of the cases resulted in the creation of nine functional categories for teacher‐initiated interactive behaviours and nine functional categories for child‐initiated interactive behaviours. In this paper, we describe these functional interaction categories and report on their relative frequency in the Chinese kindergarten classrooms involved in this study. Teacher and child interactive behaviours are complementary, depending on the shared meaning of the interaction. Some differences were found in the interactive behaviours of older and younger children with their teachers. We discuss the results in the cultural context of China and conclude that careful and systematic observation and analysis of early childhood classroom interaction is essential for better understanding and improvement of teaching practices.

This study aims to verify the partial mediating effect of social support in the relationship between early childhood teachers’ professional support environment and teacher–child interactions. A total of 215 early childhood teachers working in childcare centers located in P City, O City, and D City participated in the survey. In the research model, the professional support environment was set as the independent variable, social support as the mediating variable, and teacher–child interaction as the dependent variable. SPSS 25.0 and PROCESS Macro (Model 4) were used for descriptive statistics, correlation analysis, regression analysis, and bootstrapping with 5,000 resamples. The results are as follows. First, there were significant correlations among the professional support environment, social support, and teacher–child interactions. Second, social support had a partial mediating effect on the relationship between the professional support environment and teacher–child interactions. This indicates that the professional support environment not only directly affects teacher–child interactions but also indirectly influences them through social support. The study provides empirical evidence for the importance of social support in enhancing the quality of teacher–child interactions and offers foundational insights for designing professional development and support programs for early childhood teachers.

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

In its most positive context, the purposes of the study are two-fold. One aspect of the study was to examine the relations between early childhood teacher’s job stress, happiness, teaching efficacy, and teacher-child interactions. The other intention of the study was to investigate the effects of early childhood teacher’s job stress, happiness, and teaching efficacy on the teacher in relation to teacher-child interactions in the classroom learning environment. The subjects of the study were 390 early childhood teachers working at kindergartens or child-care centers located in the Seoul, Korea Metropolitan area. The study utilized survey questionnaires, which were distributed and were used to measure major variables; teacher-child interaction inventory developed by Lee (2003), job stress inventory developed by Shin (2004), happiness inventory developed by Argyle (2001), and teaching efficacy inventory developed by Enochs and Riggs (1990). The collected data were analyzed using a SPSS 23.0 program. In the study, the descriptive statistics and Cronbach’s α coefficient were yielded to produce accurate results. For testing research questions, a Pearson’s correlation analyses and hierarchical regression analyses were performed. As the results show, the incidence of early childhood teacher’s job stress had a significant negative correlation with teacher-child interactions, but happiness and teaching efficacy had significant positive correlations. The effects of early childhood teacher’s job stress, happiness, and teaching efficacy had significant effects on the teachers and their corresponding teacher-child interactions. As for the relative impact, teaching efficacy had the strongest impact, followed by happiness and job stress. The study results suggest the importance of the teacher’s internal psychological factors such as teaching efficacy and happiness.

Teacher–child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher–child interactions that multilingual children are exposed to, and of how they differ from teacher–child interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher–child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers.

Objectives The purpose of this study is to investigate the mediating role of teacher efficacy in the relationship between self-resilience of childcare teachers and teacher-child interaction. Methods To this end, a survey was conducted on 258 childcare teachers working at daycare centers in J area. For the collected data, frequency and percentage, mean and standard deviation were calculated using the SPSS 24.0 statistical program, and correlation analysis and mediating analysis were performed. Results First, as a result of analyzing the correlation between self-resilience, teacher efficacy, and teacher-child interaction of childcare teachers, it was found that there was a significant positive correlation between each variable. Second, as a result of verifying the mediating effect of teacher efficacy in the relationship between self-resilience of childcare teachers and teacher-infant interaction, it was found to play a partial mediating role. Conclusions In this study, it was confirmed that teacher efficacy had a partial mediating effect in the relationship between self-resilience of childcare teachers and teacher-child interaction. Based on the research results, interest in teacher efficacy and measures to improve the quality of teacher-child interaction were discussed as mediating factors linking self-resilience and teacher-child interaction.

ABSTRACTThis study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher–child interactions. The study sample comes from a randomized controlled trial that took place over three years and included 183 teachers and 470 preschool children recruited across three sites. Results exploring fidelity of implementation indicated that Banking Time practices were present across treatment and nontreatment groups. In addition, the presence of more Positive Banking Time Practices accounted for improvements in teacher–child interactions while Restricted Banking Time Practices showed inconsistent patterns, relating both to positive and negative teacher–child interactions. Further, random assignment to Banking Time resulted in the presence of more Positive Banking Time Practices and fewer Restricted Banking Time Practices, which accounted for the improved teacher–child interactions. Thus, findings point to the critical need to better account for intervention fidelity across conditions in randomized trials, allowing for better understanding of the mechanism through which interventions lead to intended outcomes.

This study aimed at examining reciprocal associations among teacher–child interactions, teachers' work engagement, and children's social competence across grade 1. The participants were 51 Finnish teachers and 815 children. The quality of teacher–child interactions (emotional support, classroom organization, and instructional support) was assessed with the Classroom Assessment Scoring System. In addition, teachers reported their work engagement and rated children's social competence (prosocial and antisocial behaviors). The results of the multilevel modeling indicated that high-quality instructional support was associated with more prosocial and less antisocial behavior. Prosocial behavior was associated with higher-quality instructional support. Work engagement was associated with less antisocial behavior, and prosocial behavior with higher work engagement. Finally, work engagement was associated with higher-quality teacher–child interactions. The results suggest that teachers can enhance children's social competence with high-quality instructional support. Moreover, children's prosocial behavior can be reflected in teacher–child interactions and in teachers' work engagement.

Children in developing countries have deep deficits in math and language. Personalized coaching for teachers has been proposed as a way of raising teacher quality and child achievement. We designed a coaching program that focused on one aspect of teacher quality – teacher–child interactions – that researchers in education and psychology have argued is critical for child development and learning. We implemented the coaching program in Ecuador, with 100 1st grade teachers randomly assigned to treatment and 100 to control. Coaching improved the quality of teacher–child interactions but reduced child achievement. Our results underline the importance of evaluating new forms of professional development for teachers, even those that follow best practice, before these interventions are taken to scale.