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원장의 변혁적 리더십이 교사의 자아탄력성을 매개로 교사-영유아 관계 효능감에 미치는 영향
민하영,권기남 한국유아교육ㆍ보육복지학회 2023 유아교육·보육복지연구 Vol.27 No.3
This article explored the mediation the effect of childcare center teacher’s ego-resiliency on the relationship between director’s transformational leadership and teacher self-efficacy for teacher-young child relationships. The subjects were 255 childcare centers teachers. Questionnaires, which required self-report by the childcare centers teachers, were used to investigate director’s transformational leadership, childcare center teacher’s ego-resiliency and teacher self-efficacy for teacher-young child relationships. Analyses were conducted by Pearson Correlation, SEM(Structural Equation Modeling), Bootstrapping, Sobel Test, using of AMOS 10.0, and SPSS 21.0. There are three main findings. First, Structural Equation Modeling(SEM) revealed that the director's transformational leadership influenced on the childcare center teacher’s ego-resiliency. Second, the childcare center teacher’s ego-resiliency influenced on the teacher self-efficacy for teacher-young child relationships. Third, the director's transformational leadership influenced indirectly on the teacher self-efficacy for teacher-young child relationships by the teacher’s ego-resiliency, but not directly. This study is important in that it identified the relationships between director’s transformational leadership, teacher’s ego-resiliency, and teacher self-efficacy for teacher-young child relationships. The findings can be utilized to enhance teachers' self-efficacy in building relationships with young children via improving their ego-resiliency.
보육교사의 직무열의에 대한 자아탄력성과 사회적 관심의 영향
민하영 한국아동심리치료학회 2020 한국아동심리치료학회지 Vol.15 No.3
The purpose of this study is to examine the influence of the child care teacher’s ego-resiliency and social interest on work engagement focusing of the mediation effect of social interest. The subjects were 285 childcare center teachers in A Province. Questionnaires, which required a self-report by the childcare center teachers, were used to investigate ego-resiliency, Adlers’ social interest, and work engagement. The collected data were analyzed by structural equation modeling (SEM), bootstrapping, and Pearson correlation using AMOS 10.0 and SPSS 21.0. The results of our study are as follows. First, SEM revealed that the social interest partially mediated the relationship between ego-resiliency and work engagement. Second, the childcare center teacher’s ego-resiliency influenced social interest. Third, the childcare center teacher’s ego-resiliency and social interest directly influenced work engagement. Fourth, childcare center teacher’s ego-resiliency indirectly influenced work engagement by social interest. The results of this study can be used to promote the childcare center teacher’s work engagement through social interest.
보육교사의 주도적 성향, 사회적 관심 및 교사-유아 관계 효능감 간 경로모형 탐색
민하영 한국아동심리치료학회 2019 한국아동심리치료학회지 Vol.14 No.3
This study uses Structural Equation Modeling (SEM) to explore path model for the three variables of proactive personality, social interest, and teacher self-efficacy leading to positive teacher-child relationships. For data collection questionnaires were distributed to 178 childcare centers teachers in K Provinces. The collected data were analyzed by Structural Equation Modeling(SEM), Bootstrapping, Pearson Correlation, AMOS 10.0, and SPSS 21.0. The results indicate a good fit of the data with the path model. Structural Equation Modeling(SEM) revealed that 1st, proactive personality positively influenced teacher self-efficacy for positive teacher-child relationship. 2nd. proactive personality positively influenced social interest. 3rd. social interest positively influence teacher self-efficacy for positive teacher-child relationships. 4th. social interest partially mediated the relationships between a proactive personality and teacher self-efficacy for positive teacher-child relationships. Social interest was revealed to be the better predictor of teacher self-efficacy than a proactive personality. The results of this study will contribute to promoting self-efficacy in child care center teacher for more positive teacher-child relationships.