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http://dx.doi.org/10.5762/KAIS.2021.22.6.299

The Influence of Childcare Teachers' Empathy Ability and teaching flow on Happiness  

Park, SungYeon (Department of Culture and Arts Contents, Dongbang Culture Graduate University)
Cho, Sung-je (Department of Culture and Arts Contents, Dongbang Culture Graduate University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.22, no.6, 2021 , pp. 299-304 More about this Journal
Abstract
This study examined the effects of childcare teachers' empathy, teaching commitment, and feelings of happiness. The subjects were 111 childcare teachers in U city. The frequency, reliability, and correlation analysis were performed using the SPSS 22.0 program, and regression analysis was performed on the causal relationship between the variables. First, the childcare teacher's cognitive empathy factor had a positive effect on the sense of happiness. On the other hand, the emotional empathy factor, a sub-factor of the empathy ability, did not affect the feeling of happiness. Second, the childcare teacher's teaching commitment had a significant positive effect on happiness. This means that a higher cognitive empathy factor, a sub-factor of the childcare teacher's empathy ability, resulted in a higher sense of happiness. Moreover, a higher instructional commitment factor indicated a higher sense of happiness. This study provides basic data for preparing measures to improve the sense of happiness of childcare teachers by grasping the relationship between childcare teachers' empathy ability, teaching commitment, and feelings of happiness.
Keywords
Childcare Teacher; Empathy Ability; Teaching Flow; Happiness; Cognitive Empathy;
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