Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
권호 표지
DOI QR코드

DOI QR Code

The Mediating Effect of Emotional Leadership of Daycare Center Directors on the Relation between Childcare Teachers' Emotional Intelligence and Teacher-Infant Interaction

보육교사의 정서지능이 교사-영유아 상호작용에 미치는 영향에서 원장 감성리더십의 매개효과

  • Lee, Shin-Young (Department of Early Childhood Education, Sehan University)
  • 이신영 (세한대학교 유아교육과)
  • Received : 2020.11.30
  • Accepted : 2020.12.04
  • Published : 2020.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to identify the relationships among childcare teachers' emotional intelligence, daycare center directors' emotional leadership, and teacher-infant interactions. Also, this study examines whether a daycare center director's emotional leadership would mediate the correlation between a childcare teacher's emotional intelligence and teacher-infant interactions. A questionnaire was given to 293 childcare teachers. Using SPSS version 21.0, the data were analyzed for Pearson's correlation, hierarchical regression analysis, the Sobel-test, and the meditation effect proposed by Baron and Kenny. The findings are as follows. First, there was a positive correlation between a childcare teacher's emotional intelligence, the director's emotional leadership, and teacher-infant interactions. Second, the influence on teacher-infant interactions from directors' emotional leadership was relatively greater than childcare teachers' emotional intelligence. Finally, the emotional leadership of daycare center directors partially mediated the relationship between childcare teachers' emotional intelligence and teacher-infant interactions. This study provides significant empirical data for improving childcare.

본 연구는 보육교사의 정서지능과 보육교사-영유아 상호작용의 관계에서 보육교사가 지각한 원장 감성리더십이 매개 변인으로 작용하는지를 알아보기 위해 수행되었다. 이를 위해 보육교사 293명을 대상으로 설문 조사를 하였고, 자료처리는 SPSS 21.0 프로그램을 이용하여 Pearson의 적률상관계수 산출과 위계적 회귀분석을 하였으며, Sobel-test 및 Baron과 Kenny의 모형에 따라 매개 효과를 검증하였다. 연구결과는 첫째, 보육교사의 정서지능, 교사-영유아 상호 작용, 원장 감성리더십 간에는 유의한 정적 상관이 있는 것으로 나타났다. 둘째, 교사-영유아 상호작용에 대한 보육교사의 정서지능과 원장 감성리더십의 상대적 설명력에서 보육교사의 정서지능이 원장의 감성리더십 보다 상대적으로 더 영향을 미치는 것으로 나타났다. 셋째, 보육교사의 정서지능이 교사-영유아 상호작용에 미치는 영향에서 원장의 감성리더십은 부분적으로 매개 효과가 있는 것으로 나타났다. 이 같은 결과는 보육의 질적 제고를 위한 기초자료를 제공했다는 점에서 의의가 있다.

Keywords

References

  1. M. A. Choi, A Study of Teachers' Job Satisfaction and the Mutual Interaction between Teachers and Children in the Kindergartens, Master's thesis, Ewha Womans University, Seoul, Korea, pp.3-4, 1999.
  2. K. C. Kim, A. S. Shin, "Relations among Infant Teachers' Professionality, Sensibility, and Happiness, and Infant-Teacher Interaction, and their Effects on Infant-Teacher Interaction", Korean Journal of Child Education and Care, vol.16, no.2, pp.57-82, 2016. DOI: http://dx.doi.org/10.21213/kjcec.2016.16.2.57
  3. H. J. Lee, "The Mediating Effects of Professional Perception on the Relationship between Child Care Teacher's Efficacy and Children-Teachers Interaction", Korean Journal of Child Education and Care, vol.15, no.4, pp.93-112, 2015.
  4. H. J. Kim, D. J. Na, "The Relationship between the Teachers' Efficacy Belief of Interactions and Teachers and Children", Journal of Korean Child Care and Education, vol.2, no.2, pp.111-128, 2006.
  5. J. Downer, T. J. Sabol, B. T. Hamre, "Teacher-Child Interactions in the Classroom: Toward a Theory of Within-and Cross-domain Links to Children's Developmental Outcomes", Early Educational Development, vol.21, no.5, pp.699-723, 2010. DOI: http://dx.doi.org/10.1080/10409289.2010.497453
  6. M. R. Chung, S. K. Kim, M. J. Kim, "The Sequential Mediation Effects of Efficacy Belief about Play and Professional Recognition between Kindergarten Teacher's Emotional Intelligence and Teacher-child Interaction", Korean Journal of Childcare & Education, vol.12, no.3, pp.137-157, 2016. DOI:http://dx.doi.org/10.14698/jkcce.2016.12.03.1372016
  7. D. L. Vandell, J. Belsky, M. Burchinal, L. Steinberg, L. N. Vandergrift, "Do Effects of Early Child Care extend to Age 15 Years? Results from the NICHD Study of Early Child Care and Youth Development", Child Development, vol.81. no.3, pp.737-756, 2010. DOI: http://dx.doi.org/10.1111/j.1467-8624.2010.01431.x
  8. P. Salovey, J. D. Mayer, The Positive Psychology of Emotional Intelligence. The Handbook of Positive Psychology, C. R. Snyder & S. J. Lopez.(Eds.), NY: Oxford University Press, 1997. pp.159-170.
  9. J. Y. Kwon, "The Relationships among Emotional Intelligence, Emotional Labor, and Working Stress of Child-care Teachers", Korean Journal of Early Childhood Education, vol.30, no.6, pp. 269-290, 2010. https://doi.org/10.18023/KJECE.2010.30.6.012
  10. S. J. Na, The Effects of Childcare Teacher's Emotional Intelligence and Fatigue on Teacher-Child Interaction, Master's thesis, Sookmyung Women's University, Seoul, Korea, pp.66-81, 2015.
  11. Y. Y. Park, Effects of Child Care Teachers' Emotional Intelligence and Sensitivity on Teacher-Infant Interactions, Master's thesis, Sungshin Women's University, Seoul, Korea, pp.43-53, 2018.
  12. B. R. Yeon, The Effect of Teacher's Emotional Intelligence and Knowledge about Infant Development on the Interaction between Teachers and Infants, Master's thesis, Incheon National University, Incheon, Korea, p.43-49, 2014.
  13. L. S. Goldstein, V. E. Lake, "Love, Love, and More Love for Children: Exploring Preservice Teachers' understandings of caring", Teaching and Teacher Education, vol.16, no.8, pp.861-872, 2000. DOI: http://dx.doi.org/10.1016/S0742-051X(00)00031-7
  14. M. Zembylas, "Discursive Practices, Genealogies, and Emotional Rules: A Poststructuralist View on Emotion and Identity in Teaching", Teaching and Teacher Education, vol.21, no.8, pp.935-948, 2005. DOI: https://doi.org/10.1016/j.tate.2005.06.005
  15. H. J. Cho, S. Y. Kim, "A relationship of teachers' emotional intelligence to teacher-infant interaction among infant teachers", The Journal of Korea Open Association for Early Childhood Education, vol. 17, no. 5, pp.189-208, 2012.
  16. N. S. Kim, Impact of Emotional Intelligence and Teacher Efficacy on Job Satisfaction in Early Childhood Teachers, Ph.D dissertation, Catholic Kwandong University, Gangwon-do, Korea, p.74, 2015.
  17. H. L. Moon, J. H. Kang, "The Influence of Infant Teacher's Emotional Intelligence on their Role Performance", Early Childhood Education & Care, vol.10, no.2, pp.121-136, 2015. DOI : https://doi.org/10.16978/ecec.2015.10.2.006
  18. J. H. Lee, Exploration of the Relations with Emotional Labor of Childcare Teachers, Individual, and Organizational Emotional-Values, Job Satisfaction, Burnout, Ph.D dissertation, Ewha Womans University, Seoul, Korea, pp.3-4, 2007.
  19. E. S. Noh, S. S. Pu, "The Impact of Emotional Intelligence on the Communicative Competence of Early Childhood Teachers", The Journal of Educational Studies, vol.43, no.4, pp.113-135, 2012.
  20. J. Y. Hong, The Relationship among Child Care Center Director's Emotional Leadership, Teachers' Emotional Intelligence, Teacher Efficacy, and the Interaction between Teachers and Children, Ph. D dissertation, Anyang University, Gyeonggi-do, Korea, p.10-11, 2015.
  21. D. Goleman, R. Boyatzis, A. McKee, Primal Leadership: Realizing the of Emotional Intelligence. Boston: Harvard Business School Press. 2002.
  22. S. J. Lee, Happiness and Work Stress Perceived by Directors and Infant Teachers Depending on Emotional Leadership, Master's thesis, Duksung Women's University, Seoul, Korea, p.70, 2016.
  23. Y. J. Byun, S. H. Ahn, "Factors Contributing to Kindergarten Teacher's Commitment to Teaching: Focused on a Director's Emotional Leadership, a Fellow Teacher's Emotional Support, and a Motivation for Choosing a Teaching Profession", Journal of Future Early Childhood Education, vol.25, no.4, pp.263-284, 2018. DOI: http://dx.doi.org/10.22155/JFECE.25.4.263.284
  24. C. S. Wong, K. S. Law, K. S, "The Effects of Leader and Follower Emotional Intelligence on Performance and Attitude", An Exploratory Study. The Leadership Quarterly, vol.13, no.3, pp.243-274. 2002. https://doi.org/10.1016/S1048-9843(02)00099-1
  25. J. H. Han, T. Y. Yoo, "The Effects of Leader's Emotional Intelligence on Subordinate's Attitude and Leader's Task Performance", The Korean Journal of Industrial and Organizational Psychology, vol.18, no.1, pp.177-199, 2005.
  26. J. H. Kwon & P. H. Kim, "Structural Relationships among Directors' Emotional Leadership, Teacher Efficacy, Job Satisfaction and Organizational Commitment as Perceived by Early Childhood Teachers", The Journal of Child Education, vol.24, no.1, pp.81-98, 2014.
  27. M. H. Hwang, The Relationship between Child Care Teachers' Aptitude & Emotional Labor and Teacher-Child Interaction, Master's thesis, Chung-Ang University, Seoul, Korea, p.72, 2013.
  28. E. K. Park, J. H. Kim, "The Influence of Teacher Happiness and Teacher-Child Interaction on Principal's Emotional Leadership Perceived by Early Childhood Teachers", Journal of Learner-Centered Curriculum and Instruction, vol.19, no.21, pp.1-23, 2019. DOI: http://dx.doi.org/10.22251/jlcci.2019.19.21.1
  29. C. D. Cho, K. S. Kang, "The Structural Relationship among Private Kindergarten Director's Emotional Leadership, Kindergarten Teacher's Emotional Intelligence, Teacher's Efficacy, and Job Satisfaction, Journal of Learner-Centered Curriculum and Instruction, vol.16, no.4, pp.741-767, 2016.
  30. S. Y. Lee, W. K. Seo, "The Effects of Job Burnout and Empowerment on the Flourishing of Child Care Teachers", Korean Journal of Child Education and Care, vol.19, no.1, pp.15-26, 2019. DOI : http://dx.doi.org/10.22590/ecee.2019.23.2.7
  31. C. Taylor, C. Farver, J. K Stroller, "Perspective: Can Emotional Intelligence Training Server as an Alternative Approach to Teaching Professionalism to Residents?", Academic Medicine. vol.86, no.12, pp.1551-1554. 2011. DOI: https://doi.org/10.1097/ACM.0b013e318235aa
  32. H. J. Lee, S. K. Lee, "An Analysis of Structural Relationships among Personality, Feeling of Happiness, and Empathic Ability of Early Childhood Teachers, and Interactions between Teachers and Toddlers", Journal of Early Childhood Education & Educare Welfare, vol.24, no.1, pp.8-42, 2020. DOI :https://doi.org/10.22590/ecee.2020.24.1.7
  33. J. H. Han, "A Study of Early Childhood Teachers' Happiness" Korean Journal of Early Childhood Education, vol.34, no.3, pp.221-238, 2014. https://doi.org/10.18023/kjece.2014.34.3.011
  34. J. J. Gross, Emotion and emotion regulation. In L. A. Pervin, & O. P. John (Eds.), Handbook of personality: Theory and research(2nd ed.), NY: Guilford Press, 1999, pp.525-552.
  35. Korean Ministry of Education, Ministry of Health and Welfare, Commentary on the 2019 revised Nuri Curriculum., Published by the Korean Ministry of Education and the Ministry of Health and Welfare, 2019, pp.8-21.