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http://dx.doi.org/10.17703//IJACT2018.6.4.39

Early Childhood Teachers' Professionalism, Teaching Efficacy, and Teacher-child Interaction  

Her, Eun Ha (Graduate School of Education, Incheon National University)
Kim, Sang Lim (Department of Early Childhood Education, Incheon National University)
Publication Information
International Journal of Advanced Culture Technology / v.6, no.4, 2018 , pp. 39-44 More about this Journal
Abstract
The purpose of the study was to investigate the effects of early childhood teachers' professionalism and teaching efficacy on their teacher-child interaction. A total of 761 early childhood teachers working at childcare centers and kindergartens in South Korea were selected as the participants for the study. The study variables were measured using survey questionnaires. Pearson's correlation analyses and regression analyses along with Sobel test were conducted. The results demonstrated that early childhood teachers' teaching efficacy had a significant mediation effect on the relationship between their professionalism and teacher-child interaction. The results suggest the need to support early childhood teachers' recognition and development of professionalism as well as teaching efficacy that result in positive teacher-child interaction.
Keywords
Early Childhood Teachers; Professionalism; Teaching Efficacy; Teacher-child Interaction;
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