Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
권호 표지
DOI QR코드

DOI QR Code

The Effects of Early Child Care Teachers' Communication Competence, Interpersonal Competence and Teacher Self-efficacy to Enlist Parental Involvement on Parent-Teacher Partnerships

보육교사의 의사소통 능력, 대인관계 유능성, 그리고 가정연계 효능감이 부모-교사 협력에 미치는 영향

  • 김유정 (경희대학교 일반대학원 아동가족학과) ;
  • 박지혜 (경희대학교 일반대학원 아동가족학과) ;
  • 안선희 (경희대학교 아동가족학과)
  • Received : 2012.06.30
  • Accepted : 2012.10.05
  • Published : 2012.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study examined the characteristics of early child care teachers and the ways this influences their abilities to promote the parent-teacher partnerships. 266 early child care teachers participated in this study. Parent-teacher partnerships, communication competence, interpersonal competence, and teacher efficacy in enlisting parental involvement were measured by means of The Caregiver-Parent Partnership Scale, Global Interpersonal Communication Competence Scale, Interpersonal Competence Questionnaire and selected elements of the Teacher Self-efficacy Scale. The results indicated that parent-teacher partnerships were significantly different in terms of the characteristics of teachers. The hierarchical multiple regression analysis revealed that the communication competence, interpersonal competence, and teacher self-efficacy significantly predicted the type and quality of parent-teacher partnerships. In conclusion, improving the effectiveness of parent-teacher partnerships seems heavily dependent upon the quality and personal abilities an beliefs of early child care teachers.

Keywords

References

  1. Ahn, S. H. (2004). Early childhood teachers' perception and attitudes toward parent involvement. Journal of Future Early Childhood Education, 11(3), 27-49.
  2. Andrson, K. J., & Minke, K. M. (2007). Parent involvement in education : Toward an understanding of parents' decision making. The Journal of Educational Research, 100 (5), 311-323. https://doi.org/10.3200/JOER.100.5.311-323
  3. Bandura, A. (2006). Guide for constructing selfefficacy scales. In F. Pajares, & T. Urdan (Eds.). Self-efficacy beliefs of adolescents (pp. 307-337). Greenwich, CT : Information Age Publishing.
  4. Bryan, J. (2005). Fostering educational resilience and achievement in urban schools through school-family-community partnerships. Professional School Counseling, 8, 219-227.
  5. Buhmester, D., Furman, W., Wittenberg, M. T., & Reis, H. T. (1988). Five domains of interpersonal competence in peer relationships. Journal of Personality and Social Psychology, 55, 991-1008. https://doi.org/10.1037/0022-3514.55.6.991
  6. Choi, M. S. (2005). The relationship between teaching efficacy or cognition of professionalism and teacher-parent communication attitude of child care center teachers. Korea Journal of Child Care and Education, 40(3), 1-19.
  7. Cox, D. D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20(4), 473-497. https://doi.org/10.1521/scpq.2005.20.4.473
  8. Christenson, S. L. (2004). The family-school partnership : An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83-104.
  9. Chung, K. S. (2011). A study on variables affecting teachers' perception of communication difficulties with mother. Early Childhood Education Research & Review, 15(3), 143-164.
  10. Duch, H. (2005). Redefining parent involvement in Head Start : A two-generation approach. Early Child Development and Care, 175(1), 23-25. https://doi.org/10.1080/0300443042000206237
  11. Dunst, D. J. (2002). Family-centered practices : Birth through high school. The Journal of Special Education, 36(3), 139-147.
  12. El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent involvement and children's academic and social development in elementary school. Child Development, 81(3), 988-1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x
  13. Epstein, J. L. (2005). Links in a professional development chain : Preservice and inservice education for effective programs of school, family, and community partnerships. The New Educator , 1, 125-141. https://doi.org/10.1080/15476880590932201
  14. Epstein, J. L., & Danber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. Elementary School Journal, 91, 289-305. https://doi.org/10.1086/461656
  15. Epstein, J. L., & Sanders, M. G. (2006). Prospects for change : Preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81(2), 81-120. https://doi.org/10.1207/S15327930pje8102_5
  16. Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for : Improving student attendance through family and community involvement. The Journal of Educational Research, 95(5), 308-318. https://doi.org/10.1080/00220670209596604
  17. Galindo, C., & Sheldon, S. B. (2012). School and home connections and children's kindergarten achievement gains : The mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90-103. https://doi.org/10.1016/j.ecresq.2011.05.004
  18. Han, N., & Lee, D. (2010). Validation of Korean version of the Interpersonal Competence Questionnaire in Korean college students. The Korean Journal of Counseling and Psychotherapy, 22(1), 137-156.
  19. Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education : Why does it make a difference? Teachers College Record, 97, 310-331.
  20. Hur, G. (2003). Construction and validation of Global Interpersonal Communication Competence Scale. Korean Journal of Journalism & Communication Studies, 47(6), 380-426.
  21. Hyun, J. H. (2003). The effects of practice on student teachers' perceived efficacy for child care and teaching. Korean Journal of Child Studies, 24(6), 117-131.
  22. Im, W. Y., & Ahn, S. H. (2011). Relationshipsbetween teacher-parent partnerships andteacher-child interaction. Journal of FutureEarly Childhood Education, 18(4), 323-350.
  23. Jeynes, W. H. (2005). The effects of parental involvement on the academic achievement of african american youth. Journal of Negro Education, 74(3), 260-274.
  24. Katz, L., & Bauch, Jerrold P. (1999). The peabody family involvement initiative : Preparing pre-service teachers for family/school collaboration. School Community Journal, 9, 49-69.
  25. Kim, S. R., Chun, H. K., Ahn, S. H., & Hong, H. K. (2009). The relationships among teaching efficacy, professional recognition and communication competence of early childhood teachers. Early Childhood Education Research & Review, 13(6), 5-29.
  26. Kim, Y. H., & Kim, Y. E. (2008). An analysis of the factorial validity of Bandura's Teacher Self-efficacy Scale. Korean Journal of Early childhood Education, 28(2), 169-191.
  27. Koo, S. J. (2002). The relation between kindergarten teachers' self-efficacy and communication level with parents. Unpublished master's thesis, Chung-ang University, Seoul, Korea.
  28. Lau, E. Y. H., Li, H., & Rao, N. (2011). Parental involvement and children's readiness for school in China. Educational Research, 53(1), 95-113. https://doi.org/10.1080/00131881.2011.552243
  29. Lee, C. J. (2002). Analysis of mutual perception in the mother-preschool teacher relationship. Unpublished master's thesis, Chungang University, Seoul, Korea.
  30. Lee, G. A. (2004). Research about duty satisfaction in nurture teacher's work-environment and public welfare. The Journal of Korean Social Welfare, 9, 119-146.
  31. Lee, H. J. (2002). The effect of kindergarten practical teaching method on teacher efficacy and self concept. The Journal of Child Education, 11(1), 17-31.
  32. Lee, M. J., & Moon, H. J. (2008). Teachermother communication : Its effect on satisfaction with early childhood educational institutions and on parenting stress. Korean Journal of Child Studies, 29(1), 1-14.
  33. Minke, J. M., & Anderson, K. J. (2005). Familyschool collaboration and positive behavior support. Journal of Positive Behavior Interventions, 7(3), 181-185. https://doi.org/10.1177/10983007050070030701
  34. Owen, M. T., Ware, A. M., & Barfoot, B. (2000). Caregiver-mother partnership behavior and the quality of caregiver-child and motherchild interactions. Early Childhood Research Quarterly, 15(3), 413-428. https://doi.org/10.1016/S0885-2006(00)00073-9
  35. Park, E. S. (2009). A study on teachers' efficacy in child care. CNU Journal of Educational Studies, 30(1), 43-61.
  36. Patte, M. M. (2011). Examining preservice teacher knowledge and competencies in establishing family-school partnerships. The School Community Journal, 21(2), 143-160.
  37. Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building partnerships between families and schools : The National Center for Early Development and Learning's Kindergarten Transition Intervention. Early Childhood Research Quarterly, 16, 117-132. https://doi.org/10.1016/S0885-2006(01)00089-8
  38. Reedy, C. K., & McGrath, W. H. (2010). Can you hear me now? Staff-parent communication in child care centres. Early Child Development and Care, 180(3), 347-357. https://doi.org/10.1080/03004430801908418
  39. Rhee, U., Park, J. & Choi, H. Y., (2003). A preliminary study on the development of a developmental test for toddlers and preschoolers. Korean Journal of Child Studies, 26(6), 73-88.
  40. Sheldon, S. B., & Epstein, J. E. (2005). Involvement counts : Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98(4), 196-206. https://doi.org/10.3200/JOER.98.4.196-207
  41. Shim, S. Y. (2004). Early childhood teachers' perceptions of parent-teacher relationship : Links to children's play behaviors. Journal of Korean Council for Children's Right, 8(3), 521-541.
  42. Son, H. H. (2009). Difficulties with parentteacher communication perceived by kindergarten teachers. Unpublished master's thesis, Pusan National University, Busan, Korea.
  43. Son, H. H., & Chung, K. S. (2011). Factors of difficulties in parent-teacher communication perceived by preschool teachers. Journal of Future Early Childhood Education, 18(1), 213-232.
  44. Son, S. R. (2008). Analysis of mutual perception for relationship between mother and teacher in the classes for 1, 2, 3 years old children at day-care centers. Unpublished master's thesis, Ewha Womans University, Seoul, Korea.
  45. Swap, S. M. (1993). Developing home-school partnerships : From concepts to practice. New York : Teachers college press.
  46. Swick, K. J., & Mcknight, S. (1989). Characteristics of kindergarten teachers who promote parent involvement. Early Childhood Research Quarterly, 4(1), 19-29. https://doi.org/10.1016/S0885-2006(89)90038-0
  47. Yoon, H. M. & Kwon, H. K. (2003). Job-related stress and job satisfaction of teachers in educare centers. Korean Association of Human Ecology, 12(3), 303-319.

Cited by

  1. Relation of Day-care Teachers' Communicative Competence and Family-Teacher Communication vol.14, pp.6, 2014, https://doi.org/10.5392/JKCA.2014.14.06.466