보육교사의 행복감과 공감능력이 교사-유아 상호작용에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effect of early childhood teacher 's happiness and empathy ability on teacher - infant interaction.

The research questions set for this study are as follows.
1. What is the relationship between early childhood teacher's happiness, empathy ability, and teacher-infant interaction?
2. What is the impact of early childhood teachers' happiness and empathy on teacher-infant interaction?
3. What is the difference in happiness according to the background variables of early childhood teachers?
4. What is the difference of empathy ability according to the background variables of early childhood teachers?

The purpose of this study was to investigate 256 teachers who were working daycare centers in G city, Jeollabuk - do, through random questionnaires. Data were analyzed by reliability, frequency and descriptive statistics, correlation analysis, multiple regression analysis, t - test and variance analysis using SPSS 21.0 Windows program and Scheffe test was performed for post – verification.

This study is summarized as follows.
First, there is a positive correlation between the happiness of the early childhood teacher and the teacher-infant interaction, especially, the sub-factors of happiness of the early childhood teacher, who have the most relationship with teacher-infant interaction sub-factors, teacher-infant interaction sub-factors, which have the greatest correlation with the early childhood teacher's sub-factors of happiness, were found to be behavioral interactions. There is a positive correlation between empathy ability and teacher-infant interaction, especially, the sub-factors of empathy that are most related to teacher-infant interaction sub-factors are empathic attention, and the sub-factors of teacher-infant interaction that are most related to empathy sub-factors are behavioral interactions.
Second, the factors of happiness of teacher and teacher - infant interaction are as follows: self - acceptance, autonomy, positive interpersonal relationship, environmental control, personal growth, were found to have a significant effect on teacher - infant interaction, teachers' happiness factors account for about 34% of teacher - infant interaction variables. The relationship between empathy factors and teacher-infant interaction, perspective taking, imagination, empathic attention, and personal suffering were found to have a significant effect on teacher-infant interaction, and empathy factors account for about 37% of teacher - infant interaction variables.
Third, the happiness of teacher was influenced by teachers' factors, there were significant differences according to type of institution, position, class age, number of infants, education level, field of study, qualifications and duration of service.
Fourth, teachers' empathic ability was influenced by factors such as teacher type, education level, and qualifications.

In conclusion, it can be seen that the happiness and empathy ability of the teachers have a significant influence on the teacher-infant interaction and that the happiness and empathy ability of the teacher are important variables for the teacher-infant interaction.