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http://dx.doi.org/10.22156/CS4SMB.2020.10.01.169

The Effects of Personality Traits and Social Support on Teacher's Efficacy of Early Childhood Teachers  

Kim, Min-sol (Lifelong Education, Taegu Science University)
Publication Information
Journal of Convergence for Information Technology / v.10, no.1, 2020 , pp. 169-177 More about this Journal
Abstract
The purpose of this study is to find ways to enhance the effectiveness of childhood teachers by recognizing both internal and external variables that affect their efficacy. Based on prior research, personality characteristics were selected as internal variables that affect the sense of teacher efficacy and social support was selected as external variables to set the effect of personality characteristics and social support on the efficacy of childhood teachers as research issues. 285 teachers from kindergartens and daycare centers located in Daegu and Gyeongsang-bukdo Province were selected for the study. The analysis of data was conducted using the SPSS 22.0 program to examine the general characteristics of the study target, and the analysis was conducted stepwise to look at the influence of each of the variables on the teacher's. Personal teacher efficacy is shown to affect Conscientiousness, nervousness, openness to experience, and evaluation support among personality characteristics, and Conscientiousness, Agreeableness and nervousness affect general teacher efficacy. The results of this study suggest that the character characteristics and social support of childhood teachers are among the variables that affect teacher efficacy.
Keywords
Teacher efficacy; Personality trait; Social support; Early Childhood Teachers; Internal variable; external variable;
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