유치원교사의 정서지능과 교사:유아 상호작용 간의 관계에서놀이교수효능감과 교직전문성 인식의 순차적 매개효과The Sequential Mediation Effects of Efficacy Belief about Play and Professional Recognition between Kindergarten Teacher’s Emotional Intelligence and Teacher-child Interaction
- Other Titles
- The Sequential Mediation Effects of Efficacy Belief about Play and Professional Recognition between Kindergarten Teacher’s Emotional Intelligence and Teacher-child Interaction
- Authors
- 정미라; 김세경; 김민정
- Issue Date
- 2016
- Publisher
- 한국보육지원학회
- Keywords
- Emotional Intelligence; Kindergarten Teacher; Efficacy Belief about Play; Professional Recognition; Teacher-Child Interaction
- Citation
- 한국보육지원학회지, v.12, no.3, pp.137 - 157
- Journal Title
- 한국보육지원학회지
- Volume
- 12
- Number
- 3
- Start Page
- 137
- End Page
- 157
- URI
- https://scholarworks.bwise.kr/gachon/handle/2020.sw.gachon/9346
- DOI
- 10.14698/jkcce.2016.12.03.137
- ISSN
- 1738-9496
- Abstract
- This study examines the effects of teacher's emotional intelligence on teacher-child interaction through the sequential mediation effects of efficacy belief about play and professional recognition. Participants were 268 teachers working at kindergartens in Gyeonggi area. Data were analyzed by descriptive statistic, Pearson’s product-moment correlation, and the structural equation model using the SPSS 21.0 and Mplus 6.12 program. The main findings of this study are as follows: First, in regards to the relationship between emotional intelligence and teacher-child interaction, a single mediation effect of efficacy belief about play is significant. But there is no significant mediation effect of the professional recognition. Second, in regards to the pathway from emotional intelligence to teacher-child interaction, the professional recognition precedent mediation model is statistically significant, but efficacy belief about the play precedent mediation model is not significant. Based on the results, a concluding discussion was made regarding methods toward enhancing interaction between teacher and child.
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