The Effect of Early Childhood Teachers' Job Satisfaction on Teacher-Child Interactions: The Moderated Mediating Effect of Teacher Efficacy and Resilience
- Authors
- Jang, Sohyun; Kim, Minjin
- Issue Date
- 2024
- Publisher
- Pacific Early Childhood Education Research Association
- Keywords
- Job Satisfaction; Resilience; Teacher Efficacy; Teacher-Child Interactions
- Citation
- Asia-Pacific Journal of Research in Early Childhood Education, v.18, no.1, pp 107 - 131
- Pages
- 25
- Journal Title
- Asia-Pacific Journal of Research in Early Childhood Education
- Volume
- 18
- Number
- 1
- Start Page
- 107
- End Page
- 131
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/73012
- DOI
- 10.17206/apjrece.2024.18.1.107
- ISSN
- 1976-1961
2233-5234
- Abstract
- This study examined the moderated mediating effect of teacher efficacy and resilience on the relationship between early childhood teachers' job satisfaction and teacher-child interactions. A survey was conducted on 409 early childhood teachers in Korea, and the collected data were analyzed using R 4.2.0 and the R version of PROCESSmacro 4.3. The results are as follows: first, early childhood teachers' job satisfaction had a positive effect on teacher efficacy and teacher-child interactions, and teacher efficacy had a positive effect on teacher-child interactions. Second, teacher efficacy had a positive mediating effect on the relationship between job satisfaction and teacher-child interactions. Third, resilience had a buffering moderating effect on the impact of job satisfaction on teacher efficacy. Lastly, the mediating effect of teacher efficacy on the relationship between early childhood teachers' job satisfaction and teacher-child interactions showed conditional effects depending on resilience. These results suggest the need to support the resilience of early childhood teachers as a part of their professionalism to connect the healthy professional life of early childhood teachers with the healthy growth of children. © Copyright 2024 by THE PACIFIC
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