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The Influence of Pre-service early childhood Teacher's Empathetic Ability and Interpersonal Competence on Teacher's Efficacy

예비유아교사의 공감능력과 대인관계 유능성이 교사효능감에 미치는 영향

  • Choi, In-Sook (Dept. of Early Childhood Education, Wonkwang Health Science University) ;
  • Park, Yu-Mi (Dept. of Early Childhood Education, Hyejeon College)
  • 최인숙 (원광보건대학교 유아교육과) ;
  • 박유미 (혜전대학교 유아교육과)
  • Received : 2018.09.07
  • Accepted : 2018.11.02
  • Published : 2018.11.30
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Abstract

This study examines the influence of pre-service early childhood teacher's empathy and interpersonal competence on teacher efficacy. The subjects of this study include 358 pre-service early childhood teachers. The instruments used in this study were the emotional empathy scale, interpersonal competence questionnaire (ICQ) and the teacher efficacy scale. Collected data was analyzed using the SPSS program. In order to determine the general background of the pre-service teachers, the frequency and percentages were used. For examination of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, a descriptive statistics analysis was conducted. In addition, in order to assess the relationship among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, Pearson's correlation analysis was conducted. Lastly, for the examination of the effects and relative explanation of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, multiple regression analysis was conducted. The results of this study were as follows: first, pre-service early childhood teachers were shown to have higher empathetic ability, interpersonal relationships and teacher efficacy rates than average. Second, there was a positive correlation among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers. Third, teacher efficacy of pre-service early childhood teachers was influenced by their empathetic ability and interpersonal competence. The results of this study suggest that teacher efficacy improvement programs for pre-service early childhood teachers should consider their empathetic ability. Also, study results emphasize the necessity of empathetic ability and interpersonal relationship improvement program for pre-service early childhood teachers.

본 연구의 목적은 예비유아교사의 공감능력과 대인관계 유능성 및 교사 효능감의 수준과 관계를 알아보고 공감능력과 대인관계 유능성이 교사 효능감에 미치는 영향에 대해 알아보는 것이다. 이를 위하여 본 연구는 전라북도 I시와 충청북도 H시에 소재하고 있는 3년제 유아교육과에 재학 중인 예비 유아교사 358명을 대상으로 설문 조사를 하였다. 본 연구에 사용된 연구도구는 대인관계 반응지수도구(IRI), 대인관계 유능성 척도(ICQ), STEBI를 유아교사에게 맞게 수정, 보완한 도구를 사용하였다. 본 연구의 자료 분석은 SPSS프로그램을 이용하여 빈도와 백분율, 평균과 표준편차, Pearson의 적률상관관계와 중다회귀분석을 실시하였다. 연구결과 첫째, 예비유아교사의 공감능력, 대인관계 유능성, 교사효능감은 공감능력의 하위요인인 개인적 고통 이외 모두 3점 이상으로 평균보다 약간 높게 나타났다. 둘째, 예비유아교사의 공감능력, 대인관계 유능성, 교사 효능감은 정적인 상관관계가 있는 것으로 나타났다. 셋째, 예비유아교사의 공감능력, 대인관계 유능성이 교사 효능감에 미치는 영향을 살펴 본 결과 부분적으로 유의한 영향을 미치는 것으로 나타났다.

Keywords

Table 1. Sample Component

SHGSCZ_2018_v19n11_454_t0001.png 이미지

Table 2. Cognition level for each factor

SHGSCZ_2018_v19n11_454_t0002.png 이미지

Table 3. Correlations for each factor

SHGSCZ_2018_v19n11_454_t0003.png 이미지

Table 4. Empathy ability factor and interpersonal ability factor affecting teacher efficacy

SHGSCZ_2018_v19n11_454_t0004.png 이미지

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