Browse > Article
http://dx.doi.org/10.5934/KJHE.2012.21.4.649

Impact of Emotional Intelligence on Self-Concept and Self-Efficacy among Preservice Early Childhood Teachers  

Pu, Sung Sook (Dept. of Early Childhood Education, University of Kyonggi)
Kim, Ban Jae (Dept. of Child Education, Kookje College)
Publication Information
Korean Journal of Human Ecology / v.21, no.4, 2012 , pp. 649-664 More about this Journal
Abstract
The purpose of this study was to examine the impact of the emotional intelligence of preservice early childhood teachers on their self-concept and self-efficacy in an attempt to provide some information on the development of the emotional intelligence of preservice early childhood teachers. The subjects in this study were the freshmen, sophomores and juniors who were in the departments of early childhood education in private colleges and universities in Chungcheong, Kyonggi, Seoul, in Korea. After a survey was conducted, the following findings were given: First, the juniors had the best self-concept of the others, and the freshmen were ahead of the others in self-efficacy. The university students had a better self-concept than the college students. Second, emotional intelligence had a statistically significant positive correlation to self-concept and self-efficacy. Third, all the sub-factors of emotional intelligence exerted a statistically significant positive influence on self-concept. Among the sub-factors of emotional intelligence, emotional regulation and emotional utilization exerted a statistically significant positive influence on self-efficacy. The findings of the study illustrated that the preservice early childhood teachers had a better self-concept and a better self-efficacy when they were better at emotional intelligence.
Keywords
Emotional Intelligence; Self-concept; Self-efficacy;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32.
2 Bae, J. S. (1997). A Study on the Relationships between the Self-concept and Self-efficancy, and the School Achievement. Unpublished master thesis, Ewha Womans University, Korea.
3 Bae, M. Y. (2001). Anxiety and the attitude on science, the efficacy of science teaching, and investing the correlations of kindergarten teachers. Unpublished master thesis, Ewha Womans University, Korea.
4 Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. NJ: Prentice-Hall.
5 Burns, R. B. (1979). The Self-concept: Theory, Measurement, Development and Behaviour. London: Longman.
6 Cha, K. L. (2002). The relation of self-concept, self-efficacy and emotional intelligence. Unpublished master thesis, Hongik University, Korea.
7 Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Difference, 36, 1781-1795.   DOI   ScienceOn
8 Cho, H. J., & Park, K. A. (2007). The Effect of Emotional Intelligence and Self-Efficacy on Teachers' Burnout. The Journal of Korean teacher education, 24(1), 251-270.
9 Choi, H. M., Kim, S. M., Kwon, J. S., & Lee, K. O. (2009). The Analysis of the Structural Equation Modeling of the Early Childhood Teachers` Role Performance Related to Emotional Intelligence, Organizational Climate, and Job Satisfaction. Early Childhood Education Research & Review, 13(6), 323-343.
10 Ciarrochi, J., Forgas, J. P., & Mayer, J. D. (2001). Emotional intelligence in everyday life. Taylor & Francis. (Korean Translation Copyright by sigmapress, Seoul, 2005)
11 Day, C. (2007). A Passion for Teaching. Routledgefalmer. (Korean Translation Copyright by paranmaum, Seoul, 2007)
12 Eom, S. J. (2010). Relationship among Selection, Optimization, and Compensation(SOC) Strategies, Emotional Intelligence, and Teaching Efficacy of Child care Teachers. Korean Journal of Child Care and Education, 62, 97-123.
13 Kim, A. Y. (1997). A study on the academic failure-tolerance and its correlates. Journal of Educational Psychology, 11(2), 1-19.
14 Gibson, S., & Dembo, M. (1984). Teachers efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.   DOI
15 Jung, S. L. (2003). The relationships between teacher's science teaching-efficacy and young children's science ability, attitude. Unpublished master thesis, Wonkwang University, Korea.
16 Kelch-termans, G. & Vandenberghe, R. (1994). Teachers' professional development: A biographical perspective. Journal of Curriculum Studies, 26(1), 45-62.   DOI   ScienceOn
17 Kim, A. Y., & Cha, J. E. (1996). Self-efficacy and its measurement. Proceedings of the Korean Journal of Industrial and Organizational Psychology, 51-64.
18 Kim, E, A. (2001). The Relationship between the Pre-service Teachers' Self-concept, Learning-style and their Self-efficiency. Unpublished master thesis, Ewha Womans University, Korea.
19 Kwak, Y. J. (2004). Developing a model for designing emotional intelligence education programs. Unpublished doctoral dissertation, Seoul National University, Korea.
20 Kwon, J. Y. (2010). The relationships among emotional intelligence, emotional Labor, and working stress of child-care teachers. Journal of Early Childhood Education, 30(6), 269-289.
21 Laupa, M., & Turiel, E. (1993). Children's concepts of authority and social contexts. Journal of Educational Psychology, 85, 191-197.   DOI   ScienceOn
22 Lee, B. S. (2011). The Influence of Action Learning Coach's Emotional Intelligence on Team Performance Through LCMX,TMX, and GEIN. Unpublished doctoral dissertation, Chonbuk National University, Korea.
23 Lee, J. H. (2007). The Analysis of effects between job-satisfaction, burnout and perceived teacher's emotional intelligence in early childhood teaching. The Korean Journal of Child Education, 16(4), 199-210.
24 Lee, H. J. (2002). The Effect of Kindergarden Practical Teaching Method on Teacher Efficacy and Self Concept. The Korean Journal of Child Education, 11(1), 17-31.
25 Lee, H. W., & Lim, S. J. (2009). Influence of Early Childhood Teachers' Big Five model and Emotional adaptability, on Emotional Labor. Zeitschrift fuer paedagogische Forschung, 14(1), 111-131.
26 Lee, H. W., & Lim, S. J. (2011). The Effects of Early Childhood Teacher`s Motivational Self Concept and Emotional Intelligence on Organizational Commitment. Zeitschrift fuer paedagogische Forschung, 16(3), 123-144.
27 Lee, J. W., Lee, H. W., & Yoo, J. K. (2010). The Analysis of the effects between early childhood teachers' perceived emotional intelligence, their self-efficacy, and emotional labor in early childhood setting. Early Childhood Education & Care, 5(2), 117-136.
28 Lee, Y. J. (2006). A Study on The group with high emotional intelligence and The group with low emotional intelligence' sense of stress control and coping way with stress. Unpublished master thesis, Korea University, Korea.
29 Lim, C. H. (2003). Science Teaching Practice and Science Teaching Efficacy Beliefs by Development of Elementary School Teachers' Pedagogical Content Knowledge. Journal of the Korean Earth Science Society, 24(4), 258-272.
30 Matthews, G., & Zeidner, M. (2002). Emotional intelligence: Science & Myth. Massachusetts: MIT press. (Korean Translation Copyright by hakjisa, Seoul, 2010)
31 Melson, G. F. (1989). The development of metasocialization: A theoretical framework. Journal of Applied Developmental Psychology, 10, 241-266.   DOI   ScienceOn
32 Shamir, B. R., House, J., & Arthur, M. B. (1993). The motivational effects of charismatic leadership: A self-concept based theory. Organization Science, 4, 577-594.   DOI   ScienceOn
33 Moon, T. H. (2005). Relationships Between Kindergarten Teachers' Achievement Orientation and Teacher Efficacy. Korean Journal of Child Studies, 26(4), 21-33.
34 Park, E. H. (2007). Early childhood teacher education. Seoul, Changjisa.
35 Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211.
36 Song, I. S. (1989). Self-concept inventory. Seoul: Korea Institute of Psychological Aptitude Test.
37 Song, M. S., & Kim, S. Y. (2009). The Relationship Between Emotional Intelligence and Job Stress as Perceived by Child Care Teachers. The journal of Korea Early Childhood Education, 16(4), 99-119.
38 Sung, Y. H.., Hwang, M. S., Kim, K. S., & Chun, N. M. (2010). Influence of Clinical Nurse Specialists' Emotional Intelligence on Their Organizational Commitment and Turnover Intention. The Journal of Korean Nursing Administration Academic Society, 24(2), 429-455.
39 Wong, C. S., & Law, K. S. (2002). The effect of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13, 243-274.   DOI   ScienceOn
40 Yeo, E. J. (2004). A Study on variables related to the mathematics teaching efficacy beliefs of kindergarten teachers: teachers perception of mathematics education, support and satisfaction. Unpublished master thesis, Duksung Women's University, Korea.