유아교사의 음악교수효능감, 교사-유아 상호작용과 유아의 정서지능과의 구조적 관계 분석 = Structural relationship analysis among early childhood teachers’ music teaching efficacy, teacher-infant interaction, and children’s emotional intelligence

다국어 초록 (Multilingual Abstract)

In this study, the relationship between the music teaching efficacy of early childhood teachers, teacher infant interaction, and infant emotional intelligence was identified, and the direct and indirect effects of these variables on infant emotional intelligence were analyzed. In this study, 309 infant teachers working at kindergartens and daycare centers in Seoul, Gyeonggi, and Daejeon, and 618 infants, one boy and one girl in charge of them, participated. As a result of the study, first, it was confirmed that there is a structural relationship among teacher’s music teaching efficacy, teacher infant interaction, and infant’s emotional intelligence. Second, the higher the teacher’s ability to teach music, the higher the interaction between the teacher and the infant, and the higher the interaction between the teacher and the intant, the emotional intelligence of the infant was higher. Third, it was confirmed that the influence of teachers’ music teaching efficacy on the emotional intelligence of infants was mediated by the mutual haison of teachers and infants. In this study, since it was proved that teachers’ music teaching efficacy can improve children’s emotional intelligence, in order to improve children’s emotional intelligence, it is suggested that it is necessary to develop programs to improve teachers’ music teaching efficacy and pursue music training that are more active. Governmental and institutional support would be needed.