Early childhood teachers’ psychological well-being and responsiveness toward children: A comparison between the U.S. and South Korea

Abstract

This study explores the cross-country differences in the associations between early childhood teachers' psychological well-being and responsiveness toward children. Data collected from teachers in South Korea (n = 322) and the U.S. (n = 1129) revealed associations between teachers' psychological well-being and responsiveness in both countries, however, patterns differed between countries. Specifically, the degree of psychological well-being, responsiveness, and the associations between well-being and responsiveness were significantly different between the two countries. Although teachers have similar experiences in their psychological well-being, the sources of well-being may be varied. Thus, teachers' backgrounds should be considered to effectively promote teachers’ psychological well-being and positive practice.