영아교사의 정서지능이 놀이교수효능감에 미치는 영향: 교사가 인식한 부모-교사 신뢰관계와 협력행동의 매개효과를 중심으로 (The Effect of Emotional Intelligence of Infant Teachers on Play Teaching Efficacy: The Mediating Effects of Trust Relationship and Cooperative Behavior Between Parents and Teachers)

서지정보

· 발행기관 : 한국보육지원학회
· 수록지 정보 : 한국보육지원학회지 / 17권 / 6호 / 29 ~ 52페이지
· 저자명 : 이시은, 송승민, 한정이

초록

Objective: The purpose of this study was to investigate the mediating effects of the parent-teacher trust relationship and cooperative behavior in the relationship between the emotional intelligence of infant teachers and their play teaching efficacy.
Methods: A total number of 216 teachers in charge of infants under the age of two at childcare centers located in H, Y, and O cities in Gyeonggi-do participated in the survey. Using SPSS 23.0 and AMOS 22, descriptive statistics, correlation and structural equation model were analyzed.
Results: First, the emotional intelligence of infant teachers had a direct effect on play teaching efficacy. Second, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher’s trust relationship. Third, the emotional intelligence of infant teachers influenced play teaching efficacythrough parent-teacher cooperative behavior. Fourthly, it was found that the parent-teacher trust relationship and cooperative behavior were mediated sequentially in the influence of the emotional intelligence of infant teachers on play teaching efficacy.
Conclusion/Implications: The results of this study emphasize theimportance of improving the emotional intelligence of teachers and the trust and cooperation between parents and teachers in order to increase the ability of early childhood teacher’s play teaching efficacy.

영어초록

Objective: The purpose of this study was to investigate the mediating effects of the parent-teacher trust relationship and cooperative behavior in the relationship between the emotional intelligence of infant teachers and their play teaching efficacy.
Methods: A total number of 216 teachers in charge of infants under the age of two at childcare centers located in H, Y, and O cities in Gyeonggi-do participated in the survey. Using SPSS 23.0 and AMOS 22, descriptive statistics, correlation and structural equation model were analyzed.
Results: First, the emotional intelligence of infant teachers had a direct effect on play teaching efficacy. Second, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher’s trust relationship. Third, the emotional intelligence of infant teachers influenced play teaching efficacythrough parent-teacher cooperative behavior. Fourthly, it was found that the parent-teacher trust relationship and cooperative behavior were mediated sequentially in the influence of the emotional intelligence of infant teachers on play teaching efficacy.
Conclusion/Implications: The results of this study emphasize theimportance of improving the emotional intelligence of teachers and the trust and cooperation between parents and teachers in order to increase the ability of early childhood teacher’s play teaching efficacy.

참고자료

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