[3끊어쓰기] The Influence of Child Care Teachers' Emotional Intelligence, Emotional Labor, and Emotional Expressiveness on Interactions between Teacher and Young Children  

The purpose of this study is to examine

the influence of child care teachers' emotional intelligence,

emotional labor, andemotional expressiveness

on interactions

between teachers and young children.

The participants were 212 child care teachers

working in child care centers

in Seoul and Gyeonggi province,

whose data were collected

through questionnaires.

For the research analysis,

frequency analysis, ANOVA, Duncan post-hoc, Pearson'scorrelation analysis

and multiple regression analysis

were implemented

using SPSS WIN 18.0.

The findings are as follows.


First, by examining emotional intelligence, emotional labor,emotional expressiveness, and interactions

between teachers and young children,

there are partial significant differences

in age, marital status, academic background, affiliated institution,

and working period.

 

Second, there are significant positivecorrelations

between overall interactions

between child care center teachers and young children

and emotional intelligence, emotional labor,

and emotionalexpressiveness overall.

 

Third, the explanatory power

from the total score of child care teachers’ emotional intelligence, emotional labor,

and emotional expressiveness

that affects the interactions

between the teachers and young children

was in the highest order

of emotional expressiveness, emotional intelligence, and emotional labor.

 

In conclusion,

the significance of this study is

that child care center teachers' emotional intelligence, emotionallabor,

and emotional expressiveness

have close correlations,

and particularly,

emotional expressiveness is the most significant factor

that affects the interactions

between teachers and young children.

완성(수정:이영화선생님) 

 

 

The Influence of Child Care Teachers'Emotional Intelligence, Emotional Labor, and Emotional Expressiveness onInteractions between Teachers and Young Children

 
 

The purpose of this study is to examine theinfluence of child care teachers' emotional intelligence, emotional labor, andemotional expressiveness on interactions between teachers and young children.The participants were 212 child care teachers working in child care centers inSeoul and Gyeonggi province, whose data were collected through questionnaires. Forthe research analysis, frequency analysis, ANOVA, Duncan post-hoc, Pearson'scorrelation analysis and multiple regression analysis were implemented using SPSS WIN 18.0. The findingsare as follows. First, by examining emotional intelligence, emotional labor,emotional expressiveness, and interactions between teachers and young children,there are partial significant differences in age, marital status, academic background, affiliated institution,and working period.

 

Second, there are significant positivecorrelations between overall interactions between child care center teachersand young children and emotional intelligence, emotional labor, and emotionalexpressiveness overall.

 

Third, the explanatory power from the totalscore of child care teachers’ emotional intelligence, emotional labor, andemotional expressiveness that affects the interactions between the teachers andyoung children was in the highest order of emotional expressiveness, emotionalintelligence, and emotional labor.

 

In conclusion, the significance of thisstudy is that child care center teachers' emotional intelligence, emotionallabor, and emotional expressiveness have close correlations, and particularly, emotionalexpressiveness is the most significant factor that affects the interactionsbetween teachers and young children.

 

번역

 

 

보육교사의 정서지능, 정서노동, 정서표현성이 교사-영유아 상호작용에 미치는 영향

본 연구의 목적은 보육교사의 정서지능, 정서노동, 정서표현성이 교사-영유아 상호작용에 어떠한 영향을 미치는지를 알아보는 것이다. 연구대상은 서울, 경기지역의 어린이집에 근무하는 현직 교사 212명으로 질문지를 사용하여 자료를 수집하였다. 자료는 SPSS WIN 18.0 프로그램을 이용하여 빈도분석, ANOVA 검증과 Duncan 사후검증, Pearson 적률상관분석, 중다회귀분석을 실시하였다. 연구 결과 첫째, 정서지능, 정서노동, 정서표현성, 교사-영유아 상호작용을 살펴본 결과 부분적으로 연령, 결혼유무, 학력, 근무기관, 근무경력에 따른 유의한 차이가 있었다. 둘째, 교사-영유아 상호작용 전체는 정서지능 전체, 정서노동 전체, 정서표현성 전체와 유의미한 정적 상관관계가 있는 것으로 나타났다. 셋째, 보육교사의 정서지능, 정서노동, 정서표현성의 총점이 교사-영유아 상호작용에 미치는 상대적 설명력은 정서표현성, 정서지능, 정서노동의 순으로 높게 나타났다. 결론적으로 보육교사의 정서지능, 정서노동, 정서표현성은 서로 밀접한 상관관계를 가지며, 특히 정서표현성이 교사-영유아 상호작용에 영향을 미치는 가장 중요한 요인임을 확인하였다는 점에서 본 연구의 의의를 찾을 수 있다.