This study was conducted to determine the effect of empathetic abilities of kindergarten teacher on teacher-parent communication and identify the mediating effect of teacher efficacy with respect to that relationship. By exploring empathy and teach efficacy, two of the most important factors in effe...
This study was conducted to determine the effect of empathetic abilities of kindergarten teacher on teacher-parent communication and identify the mediating effect of teacher efficacy with respect to that relationship. By exploring empathy and teach efficacy, two of the most important factors in effective communication between two parties who are most influential in a child's life, the parents and kindergarten teacher, this study set to improve empathetic abilities and teach efficacy of kindergarten teachers and provide the grounds for program and materials development that can increase the level of teacher-parent communication. To achieve this, the following research problems have been selected :
(1) What is the general tendency of empathetic ability and teach efficacy of kindergarten teachers and teacher-parent communication?
(2) What is the difference among empathetic ability, teacher efficacy and teacher-parent communication depending on teacher's personal variables, such as job type, position and work experience?
(3) Is there a correlation among empathetic ability, teacher efficacy and teacher-parent communication?
(4) What is the impact of teacher's empathetic ability and teacher efficacy on teacher-parent communication?
(5) With regard to the effect of empathetic ability on teacher-parent communication, does teacher efficacy have mediating effect?
For this study, 201 teachers working in public and private kindergartens situated in Chungcheongnam-do and Daejeon-si were surveyed. As for the research tools, the Interpersonal Reactivity Index, IRI, devised by Davis (1980) and adapted by Seonghee Park (2004), the teacher efficacy scale devised by Hyeonjeong Lee (1998) and revised by Mijin Kim (2003), and interpersonal communication scale devised by Bienvenu (1971), adapted by Dugyun Shin (1998) for kindergarten teachers and revised by this researcher were employed.
Depending on the problem, t-test, ANOVA, Scheffe's test, bivariate correlation analysis, multiple regression analysis, Baron & Kenny's mediation analysis, and Sobel test were performed on the collected data.
The results of the study are as follows:
First, the mean values of each of general tendency of empathetic ability and teach efficacy of kindergarten teachers and teacher-parent communication were above medium, but of the lower-level factors of each variable, confidence in teacher efficacy displayed the lowest score. Therefore, it is necessary to build an environmental foundation and provide support for the teachers to enhance their confidence.
Second, when analyzed the difference among empathetic ability, teacher efficacy and teacher-parent communication depending on teacher's personal variables, teachers had lower level empathetic ability, teacher efficacy and teacher-parent communication compared to those of administrators, teachers with shorter work experience had lower level teacher efficacy and teacher-parent communication, and teachers with work experience between 10 and 15 years had higher level teacher efficacy and teacher-parent communication compared to those of teachers with work experience over 20 years. Therefore, we not only need to provide a more systematic field training and refresher courses for teachers with short work experience but refresher courses for teachers with extremely long work experiences as well.
Third, when analyzed the correlation among empathetic ability, teacher efficacy and teacher-parent communication, it was disclosed that there was a significant correlation among each variables. Therefore, various programs for improving the level of empathetic ability, teacher efficacy and teacher-parent communication must be continuously researched and developed for the variables to form positive correlations and advance.
Fourth, when examined the impact of teacher's empathetic ability and teacher efficacy on teacher-parent communication, it was disclosed that empathetic ability and teacher efficacy had positive impact on teacher-parent communication. Therefore, it was identified that in order to improve teacher-parent communication, it is necessary to come up with a plan to improve teacher's empathetic ability and teacher efficacy.
Fifth, when investigated the mediating effect of teach efficacy with regard to the effect of empathetic ability on teacher-parent communication, it was disclosed that teacher efficacy had a partial mediating effect. Therefore, it is necessary for the teachers to experience a more diversified sense of achievement in their workplace and boost confidence and conviction in themselves. Moreover, a more effective teacher-parent communication will be possible if more socially apt environment and conditions will be provided to improve teacher efficacy.
This study was conducted to determine the effect of empathetic abilities of kindergarten teacher on teacher-parent communication and identify the mediating effect of teacher efficacy with respect to that relationship. By exploring empathy and teach efficacy, two of the most important factors in effective communication between two parties who are most influential in a child's life, the parents and kindergarten teacher, this study set to improve empathetic abilities and teach efficacy of kindergarten teachers and provide the grounds for program and materials development that can increase the level of teacher-parent communication. To achieve this, the following research problems have been selected :
(1) What is the general tendency of empathetic ability and teach efficacy of kindergarten teachers and teacher-parent communication?
(2) What is the difference among empathetic ability, teacher efficacy and teacher-parent communication depending on teacher's personal variables, such as job type, position and work experience?
(3) Is there a correlation among empathetic ability, teacher efficacy and teacher-parent communication?
(4) What is the impact of teacher's empathetic ability and teacher efficacy on teacher-parent communication?
(5) With regard to the effect of empathetic ability on teacher-parent communication, does teacher efficacy have mediating effect?
For this study, 201 teachers working in public and private kindergartens situated in Chungcheongnam-do and Daejeon-si were surveyed. As for the research tools, the Interpersonal Reactivity Index, IRI, devised by Davis (1980) and adapted by Seonghee Park (2004), the teacher efficacy scale devised by Hyeonjeong Lee (1998) and revised by Mijin Kim (2003), and interpersonal communication scale devised by Bienvenu (1971), adapted by Dugyun Shin (1998) for kindergarten teachers and revised by this researcher were employed.
Depending on the problem, t-test, ANOVA, Scheffe's test, bivariate correlation analysis, multiple regression analysis, Baron & Kenny's mediation analysis, and Sobel test were performed on the collected data.
The results of the study are as follows:
First, the mean values of each of general tendency of empathetic ability and teach efficacy of kindergarten teachers and teacher-parent communication were above medium, but of the lower-level factors of each variable, confidence in teacher efficacy displayed the lowest score. Therefore, it is necessary to build an environmental foundation and provide support for the teachers to enhance their confidence.
Second, when analyzed the difference among empathetic ability, teacher efficacy and teacher-parent communication depending on teacher's personal variables, teachers had lower level empathetic ability, teacher efficacy and teacher-parent communication compared to those of administrators, teachers with shorter work experience had lower level teacher efficacy and teacher-parent communication, and teachers with work experience between 10 and 15 years had higher level teacher efficacy and teacher-parent communication compared to those of teachers with work experience over 20 years. Therefore, we not only need to provide a more systematic field training and refresher courses for teachers with short work experience but refresher courses for teachers with extremely long work experiences as well.
Third, when analyzed the correlation among empathetic ability, teacher efficacy and teacher-parent communication, it was disclosed that there was a significant correlation among each variables. Therefore, various programs for improving the level of empathetic ability, teacher efficacy and teacher-parent communication must be continuously researched and developed for the variables to form positive correlations and advance.
Fourth, when examined the impact of teacher's empathetic ability and teacher efficacy on teacher-parent communication, it was disclosed that empathetic ability and teacher efficacy had positive impact on teacher-parent communication. Therefore, it was identified that in order to improve teacher-parent communication, it is necessary to come up with a plan to improve teacher's empathetic ability and teacher efficacy.
Fifth, when investigated the mediating effect of teach efficacy with regard to the effect of empathetic ability on teacher-parent communication, it was disclosed that teacher efficacy had a partial mediating effect. Therefore, it is necessary for the teachers to experience a more diversified sense of achievement in their workplace and boost confidence and conviction in themselves. Moreover, a more effective teacher-parent communication will be possible if more socially apt environment and conditions will be provided to improve teacher efficacy.
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