Browse > Article
http://dx.doi.org/10.6115/fer.2015.044

Multi-Culture Acceptability, Multi-Culture Teaching Efficacy on Young Child-Teacher Relationships in Childcare Centers: Mediation Effect of Attitude towards Multi-Culture Education  

Kim, Hye Gum (Department of Child Care Education, Dongnam Health University)
Lim, Yang Mi (Department of Home Economics Education, Jeonju University)
Publication Information
Human Ecology Research / v.53, no.5, 2015 , pp. 557-566 More about this Journal
Abstract
This study investigated the effects of multi-culture acceptability and multi-culture teaching efficacy on young child-teacher relationships. The teachers' attitude towards multi-culture education was included in the analysis as a mediator between multi-culture acceptability and multi-culture teaching efficacy. Participants were 295 teachers and 295 young children between 3 and 5 years in childcare centers located in Seoul, Incheon, Ulsan, Gyeonggi, and North Gyeongsang Province. Teachers completed questionnaires regarding multi-culture acceptability, multi-culture teaching efficacy, and attitude towards multi-culture education. Collected data were analyzed by descriptive statistics, Pearson's correlation, Structural Equation Model, and Sobel test with SPSS ver. 18.0 and AMOS ver. 21.0. The results were as follows. First, the subscale of multi-culture acceptability and multi-culture teaching efficacy generally showed a positive correlation with closeness and conflict in the subscale of young child-teacher relationships. Second, teacher's multi-culture acceptability directly influenced the young child-teacher relationship. In addition, the impact of multi-culture teaching efficacy on young child-teacher relationship was mediated perfectly by the multi-culture education attitude. The results suggest that the multi-culture teaching efficacy promote early childhood multicultural education attitudes and that can be changed to positive teacher relationships.
Keywords
multi-culture acceptability; multi-culture teaching efficacy; young child-teacher relationship; attitude towards multi-culture education;
Citations & Related Records
Times Cited By KSCI : 5  (Citation Analysis)
연도 인용수 순위
1 Choi, C. O., & Mo, K. H. (2007). Investigating multicultural efficacy of teachers in Gyeonggi province. Theory and Research in Citizenship Education, 39(4), 163-182.
2 Choi, H. J., & Woo, M. J. (2012). A study of pre-service early childhood teachers' multicultural attitude and efficacy. Early Childhood Education Research & Review, 16(5), 315-338.
3 Chung, H. W. (2012). Influence of cultural orientation multicultural teaching efficacy among early childhood preservice teachers: Multicultural sensitivity as a mediator. Journal of Early Childhood Education, 32(3), 309-329.   DOI
4 Degotardi, S., Sweller, N., & Pearson, E. (2013). Why relationships matter: Parent and early childhood teacher perspectives about the provisions afforded by young children's relationships. International Journal of Early Years Education, 21(1), 4-21. http://dx.doi.org/10.1080/09669760.2013.771325   DOI
5 Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children's emotional competence. Early Childhood Education Journal, 40(3), 137-143. http://dx.doi.org/10.1007/s10643-012-0504-2   DOI
6 Dilworth, P. P. (2004). Multicultural citizenship education: Case studies from social studies classrooms. Theory and Research in Social Education, 32(2), 153-186. http://dx.doi.org/10.1080/00933104.2004.10473251   DOI
7 Garmon, M. A. (2004). Changing preservice teachers' attitudes/beliefs about diversity. Journal of Teacher Education, 55(3), 201-213. http://dx.doi.org/10.1177/0022487104263080   DOI
8 Gu, S. Y. (2010). A qualitative research to understand child care educators' conception of basic life habit of multi-cultural families' children. Journal of Korea Open Association for Early Childhood Education, 15(3), 119-146.
9 Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32. http://dx.doi.org/10.1177/0022487102053001003   DOI
10 West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with nonnormal variables: Problems and remedies. In R. H. Hoyle(Ed.), Structural equation modeling: Concepts, issues, and applications(pp. 56-75). Thousand Oaks, CA: Sage Publications.
11 Woo, J. P. (2012). Concepts and knowledge of structural equation modeling. Seoul: Hannarae Academy.
12 Yang, S. O., & Hwang, B. M. (2009). A comparative study of the phonological awareness ability of preschool children from multicultural families and single-culture families. Journal of Speechlanguage and Hearing Disorders, 18(1), 37-57. http://dx.doi.org/10.15724/jslhd.2009.18.1.003   DOI
13 Yoon, H. S. (2008). A comparison of preschool teachers' multicultural attitude. Early Childhood Education Research & Review, 12(1), 415-430.
14 Yoon, S. J. (2013). The effects of teacher-child relationships on children's peer preference and peer victimization. Journal of Early Childhood Education, 33(1), 175-190. http://dx.doi.org/10.18023/kjece.2013.33.1.009   DOI
15 Yoon, S. J., & Shin, Y. L. (2012). The mediating and moderating effects of teacher-child relationships on social behavior and peer preference. Journal of the Korean Economics Association, 50(5), 67-77. http://dx.doi.org/10.6115/khea.2012.50.5.067   DOI   ScienceOn
16 Jang, Y. S. (2005). Teaching efficacy and teacher's role recognition for improving young children's creativity. Journal of Future Early Childhood Education, 12(3), 53-74.
17 Guyton, E. M., & Wesche, M. V. (2005). The multicultural efficacy scale: Development, item selection, and reliability. Multicultural Perspectives, 7(4), 21-29. http://dx.doi.org/10.1207/s15327892mcp0704_4   DOI   ScienceOn
18 Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967. http://dx.doi.org/10.1111/j.1467-8624.2005.00889.x   DOI   ScienceOn
19 Howes, C., Matheson, C. C., & Hamilton, C. E. (1994). Maternal, teacher, and child care history correlates of children's relationships with peers. Child Development, 65(1), 264-273. http://dx.doi.org/10.1111/j.1467-8624.1994.tb00749.x   DOI   ScienceOn
20 Ji, M. K., & Chung, K. S. (2011). A study on the relationship of children's emotional regulation, child-teacher relationship with peer competence. Journal of Life-span Studies, 1(1), 33-46.
21 Jin, J. S., Song, S. M., & Park, S. J. (2014). The mediating effect of multicultural attitudes between intercultural sensitivity and multicultural teaching efficacy among childhood teachers. Asian Journal of Child Welfare and Development, 12(3), 169-186.
22 Kang, S. M., & Lee, S. N. (2013). The effect of an early children's literature education program using multi-culture picture books on preservice early childhood teachers' multicultural sensitivity and multicultural teaching efficacy. Journal of Children's Literature and Education, 14(4), 335-354.
23 Kim, K. S., Joe, Y. Y., & Chough, J. H. (2012). The relationship between the children's language ability from multi-cultural families and the interactive peer play, teacher-child relationship and class literacy environment. The Journal of Korea Open Association for Early Childhood Education, 17(4), 49-74.
24 Kim, H. G. (2014). The effects of the teacher-child relationship and the teacher's psychological control as perceived by the child on a child's aggression. Family and Environment Research, 52(5), 529-539. http://dx.doi.org/10.6115/fer.2014.045   DOI   ScienceOn
25 Kim, H. J., Kim, M. J., & Shon, Y. J. (2014). A study on the relationship between multicultural sensitivity, multicultural belief, perception on multicultural education and multicultural teaching efficacy. Journal of Early Childhood Education, 34(6), 255-274.   DOI
26 Kim, J. B., & Tak, H. J. (2011). The relationship between teacher's perception of multicultural education and school adjustment for students from multicultural family: Mediating roles of studentteacher relationship. Korean Journal of Youth Studies, 18(10), 161-185.
27 Kim, O. (2008). Comparison of intercultural sensitivity between preservice teachers in South Korea and China. Korean Journal of Comparative Education, 18(1), 193-217.
28 Kline, R. B. (2005). Principles and practice of structural equation modeling(2nd ed.). New York, NY: Guilford Press.
29 Lee, G. R., & Kim, Y. O. (2012). The relationship between early childhood teachers ' multicultural sensitivity, teaching efficacy and young children's multicultural awareness. The Journal of Korea Open Association for Early Childhood Education, 17(4), 299-318.
30 Lee, J. H., & Moon, H. J. (2010). Structural analysis of factors related to preschool children's peer competence. Korean Journal of Child Studies, 31(3), 17-32.
31 Moore, R., & Gilliard, J. L. (2007). Preservice teachers' perceptions of culture in early care and education programs on a native American Indian reservation. Journal of Early Childhood Teacher Education, 28(1), 17-30. http://dx.doi.org/10.1080/10901020601182691   DOI   ScienceOn
32 Lee, S. H., Kim, H. S., & Shim, G. H. (2014). Investigation of variables related to daycare teacher's multicultural sensitivity. Korean Journal of Family Welfare, 19(2), 321-340.   DOI
33 Lee, S. N., & Kang, S. M. (2013). A study on preservice early childhood teacher's multicultural sensitivity, multicultural attitude, and multicultural efficacy according as multicultural experiences. Journal of Future Early Childhood Education, 20(4), 95-124.
34 Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79(3), 732-749. http://dx.doi.org/10.1111/j.1467-8624.2008.01154.x   DOI   ScienceOn
35 Park, M. K. (2013). Constructing the meaning multicultural education efficacy for early childhood teachers Using a Constructivist Grounded Theory approach. Journal of Early Childhood Education, 33(3), 349-375. http://dx.doi.org/10.18023/kjece.2013.33.3.015   DOI
36 Pianta, R. C. (1991). The Student-Teacher Relationship Scale (Unpublished paper). University of Virginia, Charlottesville, VA, USA.
37 Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458.
38 Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211-229. http://dx.doi.org/10.1016/j.jsp.2006.02.002   DOI   ScienceOn
39 Bae, M. J., & Park, S. J. (2013a). Effect of pre-service child care teacher's child care teacher aptitude on the teaching professionalism recognition, efficacy of child care and multicultural teaching efficacy. The Journal of the Korea Contents Association, 13(9), 485-494. http://dx.doi.org/10.5392/JKCA.2013.13.09.485   DOI   ScienceOn
40 Bae, M. J., & Park, S. J. (2013b). Impact of multicultural sensitivity and professionalism awareness on multicultural teaching efficacy among preservice childcare teachers. Korea Journal of Child Care and Education, 78, 139-164.
41 Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79. http://dx.doi.org/10.1016/s0022-4405(96)00029-5   DOI   ScienceOn
42 Chen, G. M., & Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3, 1-15.
43 Song, Y. H., & Hyun, O. K. (2010). Multi-cultural children's language abilities and play-interactions with their mothers. Korean Journal of Child Studies, 31(2), 35-52.
44 Ponterotito, J. G., Baluch, S., Greig, T., & Rivera, L. (1998). Development and initial score validation of the teacher multicultural altitude survey. Educational and Psychological Measurement, 58(6), 1002-1016. http://dx.doi.org/10.1177/0013164498058006009   DOI
45 Pramling Samuelsson, I., & Johansson, E. (2009). Why do children involve teachers in their play and learning? European Early Childhood Education Research Journal, 17(1), 77-94. http://dx.doi.org/10.1080/13502930802689053   DOI   ScienceOn
46 Shin, Y. L., & Yoon, S. J. (2009). A study on the effects of social behaviors, and preschool adjustment on teacher-child relationships: A comparison between teacher and child perception. Journal of Early Childhood Education, 29(5), 5-19.
47 Tak, H. J., Kim, J. B., & Moon, K. S. (2014). The relationship among Korean language abilities, self-efficacy, teacher's perceptions of multi-cultural education, student-teacher attachment relationships and school adjustment for multi-cultural students. The Korean Journal of Educational Psychology, 28(1), 23-39.
48 Thomason, A. C., & La Paro, K. M. (2013). Teachers' commitment to the field and teacher-child interactions in center-based child care for toddlers and three-year-olds. Early Childhood Education Journal, 41(3), 227-234. http://dx.doi.org/10.1007/s10643-012-0539-4   DOI
49 Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. http://dx.doi.org/10.3102/00346543068002202   DOI   ScienceOn