Effects Of Early Childhood Teachers Research Articles

유아교사의 행복감과 교수효능감의 관계에서 회복탄력성의 매개효과

Objectives The purpose of this study is to investigate the effect of early childhood teachers' happiness on teaching efficacy and to examine the mediating effect of resilience in the relationship between the two variables. Methods This study conducted a survey of preschool teachers working at kindergartens and daycare centers in Gyeonggi-do from June 3 to June 14, 2024, and used 186 copies of the effective sample questionnaire as the final analysis data. The SPSS 28.0 program was used to measure teacher happiness as independent variables, teaching efficacy as dependent variables, and resilience as mediating variables, and to verify this research problem. Results First, teacher happiness was identified as a variable that had a positive and statistically significant effect on teaching efficacy, and the influence was found to be high. It also shows that the resilience of teachers has a significant effect on teaching efficacy, and that the influence is quite high. Second, it was found that resilience plays a partial mediating role in the relationship between teacher happiness and teaching efficacy. In other words, it can be seen that resilience increases the positive influence of teacher happiness on teaching efficacy. Conclusions The purpose of this study is to empirically investigate the mediating effect of resilience in the structural relationship between early childhood teachers' happiness and teaching efficacy, and to suggest practical measures to improve teaching efficacy.

유아교사의 교육과정 운영 자율성이 유아 권리존중 실행에 미치는 영향: 교사-유아 상호작용을 매개로

Objectives The purpose of this study is to reveal the mediating effect of teacher-child interaction on the effect of early childhood teachers' curriculum implementation autonomy on the practice of respecting young children’s rights. Methods The subjects of this study were 266 early childhood teachers working at early childhood education programs located in G city. For this study, early childhood teachers' curriculum implementation autonomy, teacher-child interaction, and practice of respecting young children’s rights scales were used. The collected data was analyzed using SPSS WIN 25.0 and PROCESS macro 4.0 programs. Pearson's correlation analysis and regression analysis according to Baron and Kenny's three-step procedures were administered. To verify the significance of the mediating effect, bootstrapping resampling was performed 10,000 times. Results First, there were significant positive correlations between early childhood teachers' curriculum implementation autonomy and teacher-child interaction and the practice of respecting children’s rights. Second, teacher-child interaction showed a partial mediating effect between early childhood teachers' curriculum implementation autonomy and the practice of respecting young children’s rights. Conclusions Teacher-child interaction was identified as a major variable mediating the effect of early childhood teachers' curriculum implementation autonomy on the practice of respecting young children’s rights. This study implies that multilateral efforts are needed to enhance early childhood teachers’ level of curriculum implementation autonomy and the quality of teacher-child interaction in order to foster their practices of respecting young children's rights.

Effect of early childhood teachers’ digital competence and techno-coping strategies on teacher efficacy

Effect of early childhood teachers’ digital competence and techno-coping strategies on teacher efficacy

유아교사의 놀이민감성, 교수창의성과 전문성 지원환경이 교사-유아 상호작용에 미치는 영향

Objectives The purpose of this study was to examine the effect of early childhood teachers’ play sensitivity, teaching creativity, professional support environment on teacher-young children interaction. Methods For data collection, 414 early childhood teachers in Seoul, Gyeonggi, Incheon, Gyeongbuk, and Gyeongnam were surveyed by questionnaires about teachers’ play sensitivity, teaching creativity, professional support environment, and teacher-young children interaction from 3 March 2023 to 5 April. For data analysis, descriptive statistics, one-way ANOVA, hierarchical multiple regression analysis were used by SPSS 27.0. Results First, early childhood teachers' play sensitivity and professional support environment showed significant difference by the teachers’ age, career and institutional type. Early childhood teachers’ teaching creativity and teacher-young children interaction showed significant difference by the age, education, career, and institutional type. Second, there were significant positive correlation between teachers’ play sensitivity, teaching creativity, professional support environment on teacher-young children interaction. Third, early childhood teachers’ play sensitivity, teaching creativity, professional support environment had significant effect on teacher-young children interaction. Conclusions In order to promote early childhood teachers' teacher-young children interaction, it is important to increase the level of play sensitivity, teaching creativity, professional support environment, and education should be supported for this.

The Effects of Early Childhood Teacher’ Teaching Creativity and Play Teaching Efficacy on Play Support Competency

The Effects of Early Childhood Teacher’ Teaching Creativity and Play Teaching Efficacy on Play Support Competency

The Effect of Early Childhood Teachers’ Consideration on Empathy and Organizational Commitment

The Effect of Early Childhood Teachers’ Consideration on Empathy and Organizational Commitment

영유아교사의 대처유연성이 정신적 웰빙에 미치는 영향: 분노조절효능감과 불안조절효능감을 매개로

This study aims to investigate the effects of early childhood teachers' coping flexibility on their mental well-being and to determine whether anger regulation efficacy and anxiety regulation efficacy play a mediating role in this process. A survey was conducted with 329 early childhood teachers, and the collected data were analyzed using SPSS 25.0 and AMOS 22.0. The results showed that coping flexibility, anger regulation efficacy, anxiety regulation efficacy, and mental well-being were all positively correlated, and the relationship between coping flexibility and mental well-being was mediated by anger regulation efficacy. These findings suggest that early childhood teachers who can cope flexibly with stressful situations are more mentally healthy and that effective emotional regulation skills, particularly the ability to regulate anger, may play an important role in the mental health of early childhood teachers. This study confirms the need for interventions to improve coping flexibility and anger regulation efficacy to promote the mental well-being of early childhood teachers.

유아교사의 놀이신념과 유아 놀이성의 관계에서 교사 놀이지원역량의 매개효과

The purpose of this study was to examine the mediating effect of early childhood teacher’s play support competency on the relationship between teachers' play beliefs and children's playfulness. To this end, a questionnaire was administered to 246 classroom teachers of 3-5 year olds in daycare centers and kindergartens in B, U, and K cities. To analyze the final 246 collected data, descriptive statistics, one-way analysis of variance, pearson correlation coefficient analysis, and mediation effect analysis were conducted using SPSS 25.0. The results of the analysis are as follows. First, there were differences in their play support competency depending on the type of organization they work for and their final education level. Teachers' play support competency was significantly higher in workplace daycare centers than in public kindergartens, and teachers who graduated from graduate school were significantly higher than teachers with less than a college degree. Second, early childhood teachers' play beliefs, play support competency, and children's playfulness were positively related. Third, teachers' play support competency were found to have a partial mediating effect on the relationship between teachers' play beliefs and children's playfulness. Based on these results, the relationship between teachers' play beliefs, play support competency and children's playfulness was discussed. And implications for preservice and in-service teacher education were presented.

유아교사의 놀이신념과 유아 놀이성의 관계에서 유아교사의 수업환경조절전략 활용능력 매개효과

Objectives The purpose of this study was to investigate the mediating effect of early childhood teachers' ability to utilize classroom environment regulating strategies on the relationship between their play beliefs and young children's playfulness. Methods A survey was conducted with 163 early childhood teachers working in preschools in the Busan, Gyeongnam, and Gyeongbuk regions of South Korea. The collected data were analyzed using SPSS 24.0, and to verify the mediating effect, a three-step regression analysis was conducted following Baron and Kenny's (1986) method. Results The results revealed significant positive correlations among early childhood teachers' play beliefs, their ability to utilize classroom environment regulating strategies, and young children's playfulness. Additionally, the ability to utilize classroom environment regulating strategies was found to partially mediate the relationship between early childhood teachers' play beliefs and young children's playfulness. Conclusions This study suggests that early childhood teachers' play beliefs indirectly influence young children's playfulness through their ability to utilize classroom environment regulating strategies. Therefore, it is necessary for early childhood teachers to develop positive play beliefs and enhance their ability to utilize classroom environment regulating strategies. Furthermore, the findings imply that future teacher training programs aimed at promoting young children's playfulness should incorporate both play beliefs and the ability to utilize classroom environment regulating strategies.

유아교사의 근무환경, 직업정체성, 이직의도 간의 경로분석

Objectives This study examines the path relationship between early childhood teachers' work environment, professional identity, and turnover intention, and then confirms the mediating effect of early childhood teachers' professional identity. Methods For this purpose, questionnaires were distributed to 335 teachers working at kindergartens and daycare centers in regions B and K, and 316 were selected for analysis after excluding unreturned and insincere responses. Frequency analysis, path analysis, and mediation effect analysis were performed on the recovered data using SPSS 26.0 and PROCESS macro 4.0. Results The research results showed that, firstly, the working environment of early childhood teachers had a positive effect on their professional identity. Second, the working environment was found to have a negative effect on turnover intention. Third, occupational identity was found to have a negative effect on turnover intention. Fourth, professional identity had a partial mediating effect in the relationship between early childhood teachers' working environment and turnover intention. Conclusions It is believed that improving the working environment of early childhood teachers and enhancing their professional identity will contribute to improving the educational quality of early childhood education institutions by reducing the turnover intention of early childhood teachers.

The effects of early childhood teachers’ grit and teaching efficacy on teacher-child interaction

The effects of early childhood teachers’ grit and teaching efficacy on teacher-child interaction

영유아교사의 학습공동체 활동이 기관의 조직효과성에 미치는 영향에서 교사 전문성의 매개효과

영유아교사의 학습공동체 활동이 기관의 조직효과성에 미치는 영향에서 교사 전문성의 매개효과

영유아교사의 학습공동체 활동이 기관의 조직효과성에 미치는 영향에서 교사 전문성의 매개효과

영유아교사의 학습공동체 활동이 기관의 조직효과성에 미치는 영향에서 교사 전문성의 매개효과

유아교사의 교육신념, 반성적 사고와 교사-유아 상호작용이 민주적 학급 운영에 미치는 영향

Objectives The purpose of this study was to examine the effects of early childhood teachers' educational beliefs, reflective thinking, and teacher-young children interaction on the democratic classroom management.
 Methods For data collection, 310 early childhood teachers in Gyeonsangnamdo were surveyed by questionnaires about teachers’ educational beliefs, reflective thinking, teacher-young children interaction, and democratic classroom management from 1 Feb. 2023 to 28 Feb. For data analysis, descriptive statistics, ANOVA, Pearson’s correlation, and hierarchical multiple regression analysis were used by SPSS 27.0. statistical program.
 Results First, early childhood teachers' educational beliefs, reflective thinking, teacher-young children interaction, and democratic classroom management were high level. Second, there were found some significant positive correlations among early childhood teachers’ educational beliefs, reflective thinking, teacher-young children interaction, and democratic classroom management. Third, early childhood teachers’ educational beliefs, reflective thinking, and teacher-young children interaction were found to influence on the democratic classroom management.
 Conclusions In order to promote early childhood teachers' democratic classroom management, it is important to increase the level of teaching beliefs, reflective thinking, and teacher-young children interaction is required to support this.

영유아교사의 전문성 인식, 놀이신념, 놀이교수효능감이 놀이지원역량에 미치는 영향

Objectives In this study, the relationship between early childhood teachers' professional perception, play belief, play teaching efficacy, and play support capabilities was identified, and the effect of early childhood teachers' professional perception, play belief, and play teaching efficacy on play support capabilities was analyzed.
 Methods Data on the scale of professionalism perception, play belief, play teaching efficacy, and play support capability were collected from 166 infant teachers working at daycare centers located in A and S cities in Chungcheongnam-do. The collected data were subjected to frequency analysis, descriptive statistics, reliability tests, correlation analysis, and hierarchical regression analysis using the SPSS ver. 22.0 program.
 Results First, there was a significant positive correlation between early childhood teachers' professional perception, play belief, play teaching efficacy, and play support competency. Second, when examining the influence of early childhood teachers' professional perception, play belief, and play teaching efficacy on play support competency, it was found that play belief and play teaching efficacy had a significant effect on play support competency, but professional awareness did not significantly affect play support competency.
 Conclusions The results of this study suggest the necessity of developing a systematic educational program to develop professionalism awareness, play beliefs, and play teaching efficacy in order to develop the play support capabilities of early childhood teachers.

유아교사의 수학적 상호작용에 대한 수학지원지식의 영향

Objectives In this study, it was verified whether the moderating effect of teaching creativity on the effect of early childhood teachers' play teaching efficacy and mathematics pedagogical content knowledge on mathematical interaction was significant.
 Methods For this purpose, 300 nursery class teachers working at daycare centers and kindergartens in the metropolitan area were selected. As a measuring tool for the mathematical interaction of early childhood teachers, Kim and Kwon (2022)'s tools and early childhood teachers' mathematics subject pedagogical knowledge tool developed by Hong and Jeong (2012) were used to find out mathematics pedagogical content knowledge. In order to measure teaching creativity, the ‘teacher's creative teaching-learning test tool’ developed by Cropley (2004) was modified and adapted by Baek and Kim (2008) and validated and verified. For data analysis, frequency, percentage, average, reliability analysis, partial correlation analysis, multiple regression analysis for moderating effect analysis, and moderating effect analysis were conducted using the SPSS 22.0 program. At this time, a hierarchical multiple regression analysis was conducted after injecting the status of tenure and training, career, number of times of use of study materials, and the number of homeroom teachers as control variables.
 Results The effect of mathematics pedagogical content knowledge on the mathematical interaction of early childhood teachers was regulated by teaching creativity.
 Conclusions This study found that the early childhood teacher's teaching creativity plays a role in regulating the effect of mathematics pedagogical content knowledge on mathematical interaction, and thus the role of teaching creativity is important in the variables that affect mathematical interaction. Therefore, it was revealed that educational and institutional support for improving teaching creativity is needed first.

유아교사의 셀프리더십과 교수몰입이 직무만족에 미치는 영향

The purpose of this study was to find out the effects of early childhood teachers’ self-leadership and teaching flow on their job satisfaction, as well as to discover the mediating effects of social support on job satisfaction. The subjects were 357 early childhood teachers who had been asked four questionnaires. The findings of this study were as follows. First, this study revealed positive correlations among the variables of early childhood teacher’s self-leadership, teaching flow, job satisfaction, and social support. Second, this study showed that there were the effects of self-leadership and teaching flow of early childhood teachers on their job satisfaction. Third, there was a mediating effect of social support on job satisfaction of early childhood teachers based on the relationship of the early childhood teachers’ self-leadership and their teaching flow.
 The results of this study signify that self-leadership and teaching flow are important factors to enhance the quality of early childhood education and early childhood teacher’s expertise as well as early childhood teachers’ social support for young children’s development and teacher’s job satisfaction in their experiences.

The Effect of Early Childhood Teachers' Job Satisfaction on Teacher-Child Interactions: The Moderated Mediating Effect of Teacher Efficacy and Resilience

The Effect of Early Childhood Teachers' Job Satisfaction on Teacher-Child Interactions: The Moderated Mediating Effect of Teacher Efficacy and Resilience

유아 교사의 아동학대 인식과 놀이신념이 유아권리존중실행에 미치는 영향

The purpose of this study is to investigate the relationship between early childhood teachers' perception of child abuse, play beliefs, and practice of respect for early childhood rights, and to investigate the effect of early childhood teachers' perception of child abuse and play beliefs on the practice of respect for early childhood rights. The subjects of the study were 309 early childhood teachers working in kindergartens and daycare centers in G and S cities, and a survey was conducted among them. The collected data were used using the SPSS 24.0 program, and correlation analysis and stepwise regression analysis were performed. As a result of the study, first, it was found that there was a correlation between early childhood teachers' perception of child abuse, play beliefs, and practice of respect for early childhood rights. Second, as a result of examining the effect of early childhood teachers' perception of child abuse and play beliefs on the practice of respect for infant rights, it was found that the early childhood teachers' perception of child abuse and play beliefs were variables that predicted the practice of respect for infant rights. This study is expected to be used as basic data to find ways to promote early childhood teachers' awareness of child abuse and belief in play, which are important variables in the practice of respecting the rights of infants.

유아교사의 디지털 리터러시와 디지털 놀이교수효능감이 2019 개정 누리과정에 기반한 디지털 놀이 실행에 미치는 영향

Objectives The purpose of this study was to examine the effects of early childhood teachers' digital literacy and digital play teaching efficacy on the implementation of digital play based on the 2019 revised Nuri curriculum.
 Methods For data collection, 378 early childhood teachers in Gyeongnam, Daegu, Seoul, Incheon, and Sejong were surveyed by questionnaires about teachers’ digital literacy, digital play teaching efficacy and the implementation of digital play based on the 2019 revised Nuri curriculum from 27 Jan 2023 to 7 Mar. For data analysis, descriptive statistics, Pearson’s correlation, and hierarchical multiple regression analysis were used by SPSS 27.0.
 Results First, early childhood teachers' digital literacy was in high level, and digital play teaching efficacy and the implementation of digital play based on the 2019 revised Nuri curriculum were above medium level. Second, there were found some significant positive correlations among early childhood teachers’ digital literacy, digital play teaching efficacy and the implementation of digital play based on the 2019 revised Nuri curriculum. Third, early childhood teachers’ digital literacy and digital play teaching efficacy was found to influence on the implementation of digital play based on the 2019 revised Nuri curriculum.
 Conclusions In order to promote early childhood teachers' implementation of digital play based on the 2019 re-vised Nuri curriculum, it is important to increase the level of digital literacy and digital play teaching efficacy, and teacher education is required to support this.