The present study aims to compare the relationship between young children’s servant leadership, social competence, playfulness and emotional intelligence and to analyze how each factor contributes to young children’s servant leadership. In order to do so, 304 kindergarten teachers teaching 4 or 5 years old kids in N city, Gyeonggi-do, were asked to measure each factor in children. The collected data were analyzed through SPSS 21.0 program to show descriptive statistics, Pearson correlation coefficient, and hierarchical regression analysis. The result showed that the children’s servant leadership had significant correlation with the children’s playfulness and emotional intelligence. In addition, although the children’s servant leadership and social competence were correlated in general, the servant leadership’s sub-factor, guidance, and social competence’s sub-factor, sensitivity and insecurity, showed no correlation. The servant leadership’s another sub-factor, community formation also showed no correlation to the social competence’s sub-factor, insecurity. The study also showed that the children’s social competence, playfulness and emotional intelligence each affected the children’s servant leadership, with the emotional intelligence having the most influence.
The present study aims to compare the relationship between young children’s servant leadership, social competence, playfulness and emotional intelligence and to analyze how each factor contributes to young children’s servant leadership. In order to do so, 304 kindergarten teachers teaching 4 or 5 years old kids in N city, Gyeonggi-do, were asked to measure each factor in children. The collected data were analyzed through SPSS 21.0 program to show descriptive statistics, Pearson correlation coefficient, and hierarchical regression analysis. The result showed that the children’s servant leadership had significant correlation with the children’s playfulness and emotional intelligence. In addition, although the children’s servant leadership and social competence were correlated in general, the servant leadership’s sub-factor, guidance, and social competence’s sub-factor, sensitivity and insecurity, showed no correlation. The servant leadership’s another sub-factor, community formation also showed no correlation to the social competence’s sub-factor, insecurity. The study also showed that the children’s social competence, playfulness and emotional intelligence each affected the children’s servant leadership, with the emotional intelligence having the most influence.
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