영유아 교사의 연령, 담당학급연령, 공감능력과 사회적지지가 영유아 권리존중 실행에 미치는 영향: 위계적 회귀분석 적용 = The Effects of Teachers' Age, Class-Age, Empathy, and Social Support on Early Childhood Teachers' Practice for the Rights of Young Children by Applying the Hierarchical Regression Analysis

다국어 초록 (Multilingual Abstract)

This study aims to examine the effects of teachers' age, class-age, empathy, and social support on early childhood teachers' practice for the rights of young children by applying the hierarchical regression analysis. An online survey was conducted from September 16 to October 4, 2024, targeting 295 teachers working in early childhood education institutions. The collected data were analyzed using the SPSS 31.0 program, including frequency analysis, descriptive statistics, reliability analysis, correlation analysis, and hierarchical regression analysis. The major findings of this study are as follows. First, the empathy and social support among early childhood teachers, as well as the level of their practice for the rights of young children, were found to be higher than the moderate level of the scale. Second, a significant correlation was found between early childhood teachers' practice for the rights of young children and demographic factors, empathy, and social support. Third, the results of examining the effect of demographic factors, empathy, and social support on early childhood teachers' practice for the rights of young children showed that evaluative support and informational support, which are subfactors of social support, and teachers' demographic factors, such as age and cognitive empathy, were most significant, respectively. Moreover, it was shown that informational support, teachers' age, cognitive empathy, and emotional empathy significantly affect the subfactor of respecting daily routines in the practice for the rights of young children, while evaluative support, informational support, and cognitive empathy significantly affect the subfactor of the best interests of the child. The study is significant in that it suggests that to ensure quality care and education in early childhood education institutions, it is important to reevaluate support strategies aimed at enhancing teachers' empathy and social support, thereby establishing a solid foundation for the practice of the rights of young children.