• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.39-56
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• 2022

Objective: The purpose of this study was to investigate the influence of perceived supervisor's servant leadership and teacher self-efficacy for positive teacher-child relationships on work engagement using the path model. Methods: The subjects were 210 teachers working at childcare centers in Daegu and Gyeongbuk Province. Questionnaires were used to investigate perceived supervisor's servant leadership, teacher self-efficacy for positive teacher-child relationships, and work engagement. The collected data were analyzed by Structural Equation Modeling(SEM), Bootstrapping, Pearson Correlation, AMOS 20.0, and SPSS 21.0. Results: First, supervisor's servant leadership had a positive influence on teacher self-efficacy for positive teacher-child relationships. Second, teacher self-efficacy for positive teacher-child relationships had a positive influence on work engagement. Third, supervisor's servant leadership had a positive influence on teacher's work engagement. Fourth, supervisor's servant leadership had an indirec effect on teacher's work engagement by teacher self-efficacy for positive teacher-child relationships. Conclusion/Implications: The results mean teacher self-efficacy for positive teacher-child relationships had more influence on teacher's work engagement. Therefore, it is more useful to promote teacher self-efficacy for positive teacher-child relationships in order to strengthen teacher's work engagement.

• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.109-126
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• 2018

Objective: The purpose of the present study was to explore the moderating role of children's verbal ability in the relation between shyness and teacher-child relationships. Methods: Participants were 200 children, their mothers, and their kindergarten teachers. Children's shyness was rated by their mothers and teachers, and children's verbal ability was measured using the language problem solving ability test. And teachers completed a rating scale in order to examine the teacher-child relationship. The collected data were analyzed using correlations and hierarchical multiple regressions. Results: Children's shyness had a negative relation to close teacher-child relationships. And child's verbal ability was significantly related to teacher-child relationships. Hierachical regression analysis indicted to the interaction of child's shyness and verbal ability predicted close teacher-child relationships. Children's shyness, those who demonstrated the lowest level of child's verbal ability, was significantly associated with close teacher-child relationships. Children's shyness had no significant relation to close teacher-child relationships, especially for the highest level of children's verbal ability. Conclusion/Implications: We suggested that verbal ability training for children might be valuable for shy children in order to buffer the link between shyness and teacher-child relationships.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.1-20
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• 2017

Objective: This study examined the relationships among teachers' empathy ability, children's peer competence and teacher-child relationships. Methods: 180 teachers and 360 children from 3 to 5 years old were included in the study. The research variables were measured by teachers' self-report through questionnaires. The collected data were analyzed by t-test, one-way ANOVA, and three-step mediated regression analysis. Results: First, teachers' empathy ability and teacher-child relationship showed significant differences according to teacher variables (age, marital status, parental status). And children's peer competence was significantly different according to gender. Second, intimacy which was a subfactor of teacher-child relationships showed a perfect mediating role in the association between teachers' empathy ability and peer competence. Conclusion/Implications: These results suggest the importance of teacher-child's intimate relationships since it affects the child's peer competence significantly. In this study, it was found that, in order to help foster the teacher's empathic ability and teacher-child relationships which have positive effects on the child's desirable peer formation, continuous teacher education and diverse studies are needed.

• Journal of the Korean Home Economics Association
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• v.50 no.5
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• pp.67-77
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• 2012

The purpose of this study was to investigate the mediating and moderating effects of teacher-child relationships on children's social behavior and peer preference. The participants were 508 children and 28 head teachers of their classes. Teachers measured the children's social behavior and the teacher-child relationships. Peer preference was measured by peer nomination. The association between prosocial behavior and peer preference was partially mediated by teacher-child conflict. The association between withdrawal, aggression and peer preference was fully mediated by teacher-child conflict. The moderating effects of teacher-child conflict were found between prosocial behavior and peer preference. In addition, teacher-child conflict moderated the association between physical aggression and peer preference.

• Human Ecology Research
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• v.52 no.3
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• pp.229-241
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• 2014

This study examined the effects of young children's effortful control and emotional regulation, teacher-child conflictual relationships on young children's overt and relational aggression. The subjects of this study were 372, 3-5 years old children and their teachers. Young children's aggression, effortful control, emotional regulation, and teacher-child relationships were assessed by a teacher's report. The collected data were analyzed by t -test, Pearson correlations, and pathway analysis. The results were as follows: first, the boys' overt aggression was found to be greater than that of the girls,' while, there was no difference in relational aggression between boys and girls. Second, the boys' and girls' effortful control was found to affect the young children's overt and relational aggression indirectly through emotional regulation, and teacher-child conflictual relationships. For the girls, effortful control was found to affect overt aggression directly. Third, teacher-child conflictual relationships and emotional regulation were found to affect boys' and girls' overt and relational aggression directly and to mediate between boys' and girls' effortful control and overt and relational aggression. Further, for girls, emotional regulation was found to mediate between teacher-child conflictual relationships and overt and relational aggression. Additionally, effortful control was found to be the most important variable predicting boys' and girls' overt aggression, while a teacher-child conflictual relationship was the most important variable for boys' and girls' relational aggression.

• Korean Journal of Human Ecology
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• v.24 no.5
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• pp.617-629
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• 2015

The purpose of this study was to explore the effects of children's self-regulation and teacher-child relationships on children's social behaviors. Participants were 239 4- to 5-year-old children(114 boys, 125 girls) and their 23 teachers. The teachers completed rating scales to measure children's social behaviors and teacher-child relationships. Children's self-regulation was assessed by a mother reported questionnaire. Data were analyzed using descriptive statistics, Pearson's correlations and stepwise multiple regression analysis. The major results of this study were as follows: First, Children's social behaviors were partially correlated with children's self-regulation and teacher-child relationships. Second, The most influential factor by children's social behaviors was teacher-child relationship. Specially, teacher-child intimacy was the most powerful factor predicting children's asocial behavior and prosocial behavior. While teacher-child conflict was the most powerful factor influencing children's aggressive behavior, hyperactive-distractible behavior and anxious-fearful behavior. Findings are discussed in terms of the importance of teacher-child relationships in the context of program development and guidance for maladjusted children.

• Korean Journal of Human Ecology
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• v.20 no.3
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• pp.595-609
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• 2011

This study examine the mediating role of teacher-child relationships on children's effortful control and problem behaviors. Boys and girls were analyzed separately. Participants were 221 children(l21 boys, 100 girls; aged 4-5), their mothers and 19 child care teachers. The teachers completed rating scales to measure the perception of teacher-child relationships and the children's problem behaviors. Children's effortful control was rated by the mother's questionnaire. The collected data was analyzed using descriptive statistics, t-tests, Pearson's correlations, and hierarchical multiple regressions. Results indicated that children's effortful control was negatively related to their problem behaviors. In addition, the associations between children's effortful control and their aggressive behaviors were mediated by conflictual teacher-child relationship. Also, the relation of girl's effortful control and her withdrawal behavior was partially mediated by conflictual teacher-child relationship. Finally, the association between boy's effortful control and his withdrawal behavior was mediated by close teacher-child relationship. Results suggest the importance of teacher-child relationships in the context of intervention planning for preschooler's problem behaviors.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.245-257
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• 2008

Subjects in this study on causal relationships among playfulness, interactive peer play, teacher-child relationships, and creative characteristics were 286 3- to 5-year-old children. Instruments were the Rating Scale for Creative Characteristic of Preschoolers (Lee et al., 2002), Children's Playfulness Scale (Bemett, 1990), Penn Interactive Peer Play Scale (Fantuzzo et al., 1995), and Student Teacher Relationship Scale (Pianta, 1991). Results showed : (1) significant relationships among social spontaneous, cognitive spontaneous and children's humor in sub-areas of children's playfulness, friendliness in sub-areas of teacher-child relationships, play interaction in sub-areas of interactive peer play and creative characteristics. (2) Children's creative characteristics directly influenced social spontaneous, cognitive spontaneous and children's humor in sub-areas of children's playfulness and of play interaction in sub-areas of interactive peer play.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.281-299
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• 2013

The purpose of this study was to examine the relations between the quality of teacher-child relationship, child temperament, and teacher-child interaction. The subjects were 51 3-4 years old children who were attending a preschool in Seoul and their mothers. The mothers of the young children rated child temperament and the head teachers of the children evaluated the quality of teacher-child relationship. The frequency of teacher-child interactions in the classroom was collected through observation during self-selected activities in the classrooms. Observational data included frequency of teacher-initiated interactions and number of child-initiated interactions. The results showed that boys were more likely to have conflictual relationships with teachers and girls were likely to have close relationships with teachers. And lower levels of effortful control were associated with teacher-child conflict. More child-initiated interactions were related to the conflict relationships with teachers. Results suggest that child characteristics and teacher-child interactions contribute to children's relationships with teachers.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.203-225
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• 2018

Objective: The aim of this study was to examine the mediated effect of teacher-infant relationships between teacher efficacy and infant's adjustment to child care centers. Methods: A total of 137 child care teachers that lived in Gwangju and Jeollanamdo participated in this study. They were asked to answer two survey questionnaires for two infants. The data were analyzed using analysis of frequency, Pearson's correlation coefficient, and hierarchical multiple regression analysis. Results: The main results are as follows. First, teacher-infant relationships partially mediated the relationship between teacher efficacy and two sub-factors (prosocial behavior and day work adjustment) of adjustment in child care centers. Unlikely as it was, several sub-factors such as positive emotion, peer adaptation, and self-strength were fully mediated by teacher-infant relationships. Conclusion: The present study suggests that it is necessary to improve teacher-infant relationships with teacher efficacy in order to improve infants' adaptation to daycare. In addition, it should be understood that the structural relationship of the influence factors is different depending on the sub-factors of the child care adjustment.