The Journal of the Convergence on Culture Technology (문화기술의 융합)

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
권호 표지
DOI QR코드

DOI QR Code

The Effect of Teachers' Teaching Efficacy and Happiness on Teacher-Infant Interaction

교사의 교수 효능감과 행복감이 교사-유아 상호작용에 미치는 영향

  • Jeong Yeong Mi (Dept. of social welfare & Childcare, Gyeongnam Geochang Univ)
  • 정영미 (경남도립거창대학, 아동보육복지과)
  • Received : 2023.05.15
  • Accepted : 2023.07.05
  • Published : 2023.07.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study examines the relationship between teacher-perceived teaching efficacy and happiness and teacher-infant interaction, and analyzes the effect of teaching efficacy and happiness on teacher-infant interaction. The purpose was to reveal that it was an important variable in the quality of action. Frequency analysis and descriptive statistics analysis were conducted for the Korean Children's Panel 7th year (2014) data, and Pearson's moment-moment correlation coefficient was calculated for correlation analysis between variables. Multiple regression analysis was conducted to examine the influence of teachers' teaching efficacy and happiness on teacher-infant and infant-infant interactions. The research results were as follows. First, teachers' teaching efficacy, teacher happiness, teacher-infant, and infant-infant interactions were all found to have significant positive correlations. Second, teachers' teaching efficacy was found to have a significant effect on teacher-infant and infant-infant interactions, and the influence increased when teacher's happiness was added. Therefore, we need to come up with a plan to increase teachers' teaching efficacy and teacher happiness at the same time so that the quality of teacher-infant and infant-infant interactions can be meaningfully improved.

본 연구는 교사가 인식한 교수 효능감, 행복감과 교사-유아 상호작용 간의 관계가 어떠한지를 살펴보고, 교수 효능감과 행복감이 교사-유아 상호작용에 미치는 영향을 분석하여 교수 효능감과 행복감이 교사-유아 상호작용의 질에 중요한 변인임을 밝히는데 목적이 있다. 한국아동패널 7차년도(2014년) 자료를 대상으로 빈도분석과 기술통계 분석을 하였고, 변인간의 상관분석을 위해 Pearson's의 적률 상관계수를 산출하였다. 교사-유아, 유아-유아 상호작용에 관해 교사의 교수 효능감과 행복감의 영향력을 살펴보기 위해 다중회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 교사의 교수 효능감, 교사 행복감과 교사-유아, 유아-유아 상호작용은 모두 유의미한 정적 상관이 있는 것으로 나타났다. 둘째, 교사의 교수 효능감은 교사-유아, 유아-유아 상호작용에 유의미한 영향을 미치는 것으로 나타났으며, 교사의 행복감이 더해질 때 그 영향력은 증가하는 것으로 나타났다. 즉, 교사의 교수 효능감과 교사의 행복감이 모두 있을 때 교사-유아, 유아-유아 상호작용의 질은 의미 있게 개선될 수 있다는 것을 의미한다. 이에 우리는 교사-유아, 유아-유아 상호작용의 질을 의미 있게 높일 수 있도록 교사의 교수 효능감과 교사 행복감을 동시에 높일 수 있는 방안을 마련해야 할 것이다.

Keywords

References

  1. E. S. Moon and M. H. Moon. "The structural relationship among parent-child interaction, teacher-child interaction, peer play interaction, early childhood happiness and childhood happiness," Korean Journal of Early Childhood Education, Vol. 41, No. 6, pp. 261-283, 2021. DOI : 10.18023/kjece.2021.41.6.011
  2. S. J. Hwang and S. L. Kim. "The Effects of Early Childhood Teachers' Happiness and Job Satisfaction on Their Psychological Burnout," The International Promotion Agency of Culture Technology, Vol. 6, No. 2, pp. 305-312, 2020.
  3. S. Y. Choi and H. Y. Shin. "Effects of Children's Playfulness and Teacher-Child Interactions on Their Peer Interactions," Journal of Korean Child Care and Education (KAC E), Vol. 11 No. 2, pp. 311-329, 2015. UCI : G704-SER000010376.2015.11.2.013 10376.2015.11.2.013
  4. J. H. Lee and S. L. Kim. "The Effects of Early Childhood Teachers' Teaching Efficacy and Teaching Flow on Their Teacher-Child Interactions." The International Promotion Agency of Culture Technology, Vol. 6, No. 2, pp. 429-436, 2020.
  5. de Kruif, R. E., McWilliam, R. A., Ridley, S. M., and Wakely, M. B. "Classification of teachers' interaction behaviors in early childhood classrooms," Early Childhood Research Quarterly, Vol. 15, No. 2, pp. 247-268, 2000. https://doi.org/10.1016/S0885-2006(00)00051-X
  6. J. H. Lee and H. R. Yu. "Importance-Performance Analysis on Teacher-Child Interaction Perceived by Early Childhood Teachers," The Journal of Humanities and Social Sciences (IHS ), Vol. 22, No. 4, pp. 459-480, 2021. DOI : 10.15818/ihss.2021.22.4.459
  7. Y. A. Kwon and S. B. Lee. "Effect of Teacher Efficacy and teacher child interactions on the child's social skills," The Korean Journal Child Education, Vol. 26, No. 2, pp. 115-129, 2017. DOI : 10.17643/KJCE.2017.26.2.06
  8. Phillips, D., McCartney, K., and Scarr, S. "Childcare quality and children's social development." Developmental psychology, Vol. 23, No. 4, pp. 537, 1987.
  9. Bandura, A. "Self-efficacy: toward a unifying theory of behavioral change," Psychological review, Vol. 84, No. 2, pp. 191, 1977.
  10. M. S. Choi and D. H. Joo. "The Effect of Happiness on the Job Satisfaction and Efficacy of Early Childhood Teachers," Journal of Future Early Childhood Education, Vol. 22, No. 4, pp. 239-256. 2015. UCI : G704-000819.2015.22.4.015
  11. Y. K. Moon and S. N. Choi. "Teachers' Teaching Efficacy on Preschoolers' Peer Interaction: Focusing on the Mediating Effect of Teachers - Child Interaction," The Korean Socity For Child Education And Care, Vol. 15, No. 2, pp. 1-20, 2015. UCI : G704-SER000008863.2015.15.2.007
  12. S Yoon, J. "Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy," Social Behavior and Personality: an international journal, Vol. 30, No. 5, pp. 485-493. 2002. https://doi.org/10.2224/sbp.2002.30.5.485
  13. Erdem, E., and Demirel, O. "Teacher self-efficacy belief," Social Behavior and Personality: an international journal, Vol. 35, No. 5, pp. 573-586. 2017. https://doi.org/10.2224/sbp.2007.35.5.573
  14. Hamre, B. K., Pianta, R. C., Downer, J. T., and Mashburn, A. J. "Teachers' perceptions of conflict with young students: Looking beyond problem behaviors," Social Development, Vol. 17, No. 1, pp. 115-136. 2008. https://doi.org/10.1111/j.1467-9507.2007.00418.x
  15. Lyubomirsky, S. "The how of happiness: A scientific approach to getting the life you want," New York: Penguin Group, 2008.
  16. S. Y. Shim and S. A. Lim. "The influence of preschool teachers' happiness and self-efficacy on children's social competence: The mediating effect of teacher-child interactions," Korean Journal of Early Childhood Education, Vol. 38 No. 1, pp. 319-340, 2018. DOI : 10.18023/kjece.20 18.38.1.013 
  17. H. E. Hwang and H. M. Kang and J. H. Tak. "The Meditating Effect of Positive Thoughts on the Relationship between Humor and Happiness in Early Childhood Teachers," Early Childhood Education Research & Review, Vol. 18, No. 1, pp. 341-363, 2014. UCI : G704-000814.2014.18.1.009 G704-000814.2014.18.1.009
  18. Katz, L. G. "Talks with teachers of young children: A collection," Norwood, NJ: Ablex, 1995.
  19. A. S. Shin and Y. S. Kim. "Effects of Infant-Teacher's Sensibility, Professionality, and Happiness on Infant Development," Journal of Early Childhood Education & Educare Welfare, Vol. 20, No. 3, pp. 7-34, 2016. UCI : G704-002073.2016.20.3.003 G704-002073.2016.20.3.003
  20. H. S. Park. "The effects of teachers' happiness and empathy on teacher-children interactions," EARLY CHILDHOOD EDUCATION & CARE, Vol. 12, No. 1, pp. 117-133, 2017. DOI : 10.16978/ecec.2017.12.1.006
  21. M. Y. Song, S. Y. Ryu and B. S. Lee. "Mediating effect of teacher-child interaction on the relationship between teachers' happiness and child-peer play interaction," Korean Journal of Early Childhood Education, Vol. 37, No. 4, pp. 273-295, 2017. https://doi.org/10.18023/kjece.2017.37.4.011