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http://dx.doi.org/10.15207/JKCS.2020.11.11.451

A Convergence Approach to Exploring Factors Affecting Teacher Efficacy of Early Childhood Teachers  

Park, Hye Jung (Dept. of Early Childhood Education, Daejeon Inst. of Science and Technology)
Lee, Yeon Gyu (Dept. of Early Childhood Education, Daejeon Inst. of Science and Technology)
Kim, Mi Jin (Dept. of Nursing Science, Daejeon Inst. of Science and Technology)
Publication Information
Journal of the Korea Convergence Society / v.11, no.11, 2020 , pp. 451-459 More about this Journal
Abstract
In this study, data were collected from currently employed early childhood teachers in order to explore the factors affecting the teacher efficacy of early childhood teachers and 202 data were analyzed. Frequency analysis, correlation analysis, and multiple regression analysis were performed on the subjects' general characteristics, empathy, resilience, and teacher efficacy. As a result of the study, factors influencing early childhood teachers' teacher efficacy were identified as educational experience, job achievement, empathy, and resilience, and the explanatory power of the variable was 57.2% (F=45.848, p<.001). In conclusion, the higher the resilience (β=.480), job achievement (β=.286), teaching experience (β=.197), and empathy (β=.141) of early childhood teachers the higher the teacher efficacy was. Therefore, the development and education of a curriculum that combines regular and non-regular education programs that can improve resilience, job achievement, and empathy from the period as pre-service teachers are required to improve teacher efficacy of early childhood teachers.
Keywords
Early Childhood Teacher; Teacher Efficacy; Resilience; Empathy; Job Achievement; Teaching Experience;
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