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http://dx.doi.org/10.5762/KAIS.2019.20.7.341

An Analysis on the Relationship and Influence of Pre-service Early Childhood Teacher's Personality Factors and Teacher Efficacy  

Go, Jeong-Wan (Division of Early Childhood Education, Gwangju Health University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.20, no.7, 2019 , pp. 341-346 More about this Journal
Abstract
This study analyzed the relationship between the personality factors in pre-service early childhood teachers and teacher efficacy. To carry out the research, this experiment subjected 228 pre-service early childhood teachers in G city. The collected data were descriptive methods, Pearson correlation analysis and multiple regression using the SPSS 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the personality factors and teacher efficacy. Second, the personality factors was an important factor for predicting the teacher efficacy of pre-service early childhood teachers. Also, the explanation power of personality factors for teacher efficacy of pre-service early childhood teachers was 25%, extroversion is one of the most personality factors of infant pre-serve early childhood teacher. Therefore, according to this research, a preserves early childhood teacher training program for improvement of extraversion in personality factors is strongly desired.
Keywords
Pre-Service Early Childhood Teachers; Personality Factors; Five Major Personality Factors; Teacher Efficacy; Early Childhood Education;
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