Browse > Article
http://dx.doi.org/10.5762/KAIS.2018.19.11.454

The Influence of Pre-service early childhood Teacher's Empathetic Ability and Interpersonal Competence on Teacher's Efficacy  

Choi, In-Sook (Dept. of Early Childhood Education, Wonkwang Health Science University)
Park, Yu-Mi (Dept. of Early Childhood Education, Hyejeon College)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.19, no.11, 2018 , pp. 454-462 More about this Journal
Abstract
This study examines the influence of pre-service early childhood teacher's empathy and interpersonal competence on teacher efficacy. The subjects of this study include 358 pre-service early childhood teachers. The instruments used in this study were the emotional empathy scale, interpersonal competence questionnaire (ICQ) and the teacher efficacy scale. Collected data was analyzed using the SPSS program. In order to determine the general background of the pre-service teachers, the frequency and percentages were used. For examination of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, a descriptive statistics analysis was conducted. In addition, in order to assess the relationship among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, Pearson's correlation analysis was conducted. Lastly, for the examination of the effects and relative explanation of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, multiple regression analysis was conducted. The results of this study were as follows: first, pre-service early childhood teachers were shown to have higher empathetic ability, interpersonal relationships and teacher efficacy rates than average. Second, there was a positive correlation among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers. Third, teacher efficacy of pre-service early childhood teachers was influenced by their empathetic ability and interpersonal competence. The results of this study suggest that teacher efficacy improvement programs for pre-service early childhood teachers should consider their empathetic ability. Also, study results emphasize the necessity of empathetic ability and interpersonal relationship improvement program for pre-service early childhood teachers.
Keywords
empathy ability; interpersonal relationship; teacher efficacy; pre-service teacher; Early Childhood Education;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Y. H. Woo, The Effects of Being Child Care Facility Accreditation System or Not on Child Care Teachers' Efficacy Belief. Graduate School. Catholic University of Daegu. Master's Thesis, 2007.
2 G. O. Hong, H. W. Kang, "Relation between pre-service kindergarten teacher's decision making, self-esteem, and their teaching-efficacy". Journal of Young Child Studies, vol. 14. pp. 5-17. 2011.
3 H. J. Kim, The Relationship Between Teacher Efficacy and Job Satisfaction. Graduate School. SungShil University. Master's Thesis, 2014.
4 U. Y. Chon, Influence of childcare teachers' empathy ability and ego-resilience on the interaction between a teacher and an infant. Graduate School Chongshin University, 2018.
5 S. M. Ahn, The interactions between kindergarten teachers and children by teachers' efficacy belief. Graduate School. Ehwa woman's University. Master's Thesis, 2002.
6 M. J. Hyun, "The Effect of Pre-service Early Childhood Teachers' Emotional Expression and Empathy Ability on Interpersonal Competence: The Moderating Effect of Teacher Efficacy", Journal of Korea Youth Counseling Association, vol. 2, no. 4, pp. 115-133, 2017.
7 S. D. Seo, The Influences of Degree of Empathy of Special Education Teachers on Teacher-Efficacy and Job Stress. Graduate School. KyoungHee University. Master's Thesis, 2008.
8 S. S. Gu, "Relationship between Empathy Abilities and Social Abilities of Adolescents with Disabilities", Korean Council of Physical, Multiple & Heath Disabilities. vol. 55, no. 4, pp .377-393, 2012. DOI: https://doi.org/10.20971/kcpmd.2012.55.4.377
9 L. Enochs, & I. Riggs, "Further development of an elementary science teaching efficacy belief instrument", Science Education, vol. 74, no. 6 pp. 625-637. 1990. DOI:https://doi.org/10.1111/j.1949-8594.1990.tb12048.x   DOI
10 B. R. Lee, The Relationship Among Organizational Climate, Job satisfaction and Teacher's Sense of Efficacy in the Kindergartens. Graduate School. Ehwa woman's University. Master's Thesis, 1998.
11 J. S. Park, H. J, Shin, "The Influence of Empathy and Ego-resilience on Pre-service Early Children Teachers Interpersonal Relationship", Early Childhood Education Research & Review, vol. 21, no. 2, pp. 215-236, 2017. DOI: https://doi.org/10.22155/jfece.24.2.151.170
12 S.H. Kwon, "An analysis of pre-service kindergarten teachers' resilience". The Korean Society for Early Childhood Education & care. vol. 6, no. 1, pp. 47-66. 2011. DOI: https://doi.org/10.16978/ecec.2011.6.1.002   DOI
13 J. S. Kim, H. J. Choi, "Influence of Gratitude Disposition, Interpersonal Competence and Self-regulated Learning Ability of Pre-service Early Childhood Teachers on Teacher Efficacy", Journal of Educational Innovation Research, vol. 25, no. 3, pp. 247-267. 2015.
14 H. N. Kim, Impact of emotional intelligence, teacher efficacy and job satisfaction on happiness among daycare teachers. Graduate School. Busan National University. Master's Thesis, 2012.
15 S. H. Bae, "The Effect of the Happiness of child care teacher on teacher's efficacy and job satisfaction", Busan Journal of Educational Research. vol. 22, pp. 25-44, 2009.
16 K. Park, The influence of Kindergarten Teacher' Job-Satisfaction and Efficacy on internal external Behavior Problems, Self-Esteem of Early Childhood. Graduate School. Kwangju Women's University. Ph. D. Thesis, 2013.
17 Y. J. Kim, J. H, Park. S. H. Ahn. The Effects of Early Child Care Teachers' Communication Competence, Interpersonal Competence and Teacher Self-efficacy to Enlist Parental Involvement on Parent-Teacher Partnerships. The Korean Association of Child Studies. vol. 33, no. 5, pp. 71-89, 2012. DOI: https://doi.org/10.5723/kjcs.2012.33.5.71
18 S. S. Lee, The Relationship Among Teachers' Disciplinary Types Perceived by Elementary School Children, Teachers' Sympathy Abilities, and Students' Trust in Teachers. Graduate School. KyoungHee University. Master's Thesis, 2008.
19 H.J. Han, H. A. Seo, S. L. O, J. M. Ha, "The Effects of Early Childhood Teachers of Interpersonal Relationship Ability and Ego-Resiliency on Psychological Well-being". Korean Association of Childcare and Education, vol. 10, no. 6. pp. 143-164, 2014. DOI: https://doi.org/10.14698/jkcce.2014.10.6.143   DOI
20 H. J. Kim, Y. Y. Park, E. J. Cho, The Early Childhood Teacher's Interpersonal Teaching Efficacy. The Korean Society for Early Childhood Teacher Education, vol. 13, no. 1, pp. 121-138, 2009.
21 C. W. Pyo, E. J. Seok, "Effect of Self-Growth Program on the Freshman of Early Childhood Education Department of self-esteem and personal relations capability". The Korean Society for Study on Welfare of Early Childhood Education and Educare,. vol. 14, no. 4. pp. 119-139, 2010.
22 M. H. Davis, "A multidimensional approach to individual differences in empathy", JSAS Catalog of Selected Documents in Psychology, vol.10. no. 85. 1980
23 S. H. Park, (An) experimental study on empathy in relation to the altruistic behavior. Graduate School. Seoul Nation University. Ph.D Thesis, 1997.
24 D. Buhrmester, W. Furman, M. T. Wittenberg, & H. T. Reis, "Five domains of interpersonal competence in peer relationships", Journal of Personality and Social Psychology, vol. 55, pp. 991-1008, 1988. DOI: https://doi.org/10.1037//0022-3514.55.6.991   DOI
25 C. D. Kim, S. I. Kim, "Study on Effect of Group Counsel Program for Interpersonal Relationship Increasing", Studies on Student, vol. 35, no. 1, pp. 83-95. 1999.
26 I. H. Hwang, S. H. Jang, "Effect of Psychological Well-being, Empathy Ability Scale and Job Efficiency on Teacher's Job Satisfaction", Journal of the Korea Contents Association, vol.12, no.2, pp. 232-242, 2012. DOI: https://doi.org/10.5392/jkca.2012.12.02.232   DOI
27 M. L. Hoffman, Empathy and moral development: Implication for caring and justice. Cambridge, U. K.: Cambridge University Press, 2000.
28 E. A. Choi, "The Effects of Demographic Variables, Empathy and Ethical Perception on the Personality among Pre-Service Early Childhood Teachers". Korea Association for Learner-Centered Curriculum and Instruction. vol.16, no.1, pp.822-847, 2016.
29 J. S. Park, "The Study on Variables which Affected Empathy and Happiness of Pre-service Early Childhood Teachers: Focused on Family Resilience", Journal of Future Early Childhood Education. vol.22. no.1. pp. 97-118, 2015.
30 M. S. Choi, "A Study on Student Teachers' Recognition of a Teacher's Role relative to Empathy and Care-Oriented Morality". The Korea Society for Early Childhood Education.. vol. 26, no. 5, pp. 425-444, 2006.
31 J. Y. Choi, A study on the effect of child-care teachers' empathetic ability and interpersonal competence on parent-teacher partnership behaviors. Graduate School. Chungang University. Master's Thesis, 2018.
32 G. I. Kim, Study on Kindergarten Teacher's Job Satisfaction according to Interpersonal Stress and Principals' Communication Styles as Perceived by Them. Graduate School. Sungshin Women's University, Master's Thesis, 2012.
33 Y. S. Choi, A study on interpersonal stress and turnover decision-making experience among early childhood teachers. Graduate School. Sukmyoung woman's University. Master's Thesis, 2014.