The Influence of Korean Preschool Teachers' Work Environments and Self-Efficacy on Children's Peer Play Interactions: The Mediating Effect of Teacher-Child Interactions

Autor/inn/en	Shim, Sook Young; Lim, Sun Ah
Titel	The Influence of Korean Preschool Teachers' Work Environments and Self-Efficacy on Children's Peer Play Interactions: The Mediating Effect of Teacher-Child Interactions
Quelle	In: Early Child Development and Care, 189 (2019) 11, S.1749-1762 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lim, Sun Ah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1411349
Schlagwörter	Preschool Teachers; Teacher Student Relationship; Self Efficacy; Play; Peer Relationship; Work Environment; Foreign Countries; Correlation; Teacher Attitudes; Preschool Children; Models; Comparative Analysis; South Korea + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-efficacy; Selbstwirksamkeit; Spiel; Peer-Beziehungen; Arbeitsmilieu; Ausland; Korrelation; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Analogiemodell; Korea; Republik
Abstract	The present study investigated the structural relationships between Korean preschool teachers' work environments, self-efficacy, and children's peer play interactions; it also examined the mediating influence of teacher-child interactions on these relationships. This study performed SEM analysis on 1193 teachers' survey responses from the 2014 Panel Study on Korean Children. The results showed that, first, teachers' self-efficacy not only directly influenced teacher-child interactions but also influenced children's peer play interactions through teacher-child interactions. Second, teachers' work environments not only directly influenced teacher-child interactions, but also influenced children's peer play interactions (mediated by teacher-child interactions). Third, teacher-child interactions had a direct effect on children's peer play interactions. The paper concludes with a discussion of the implications of the influence of Korean preschool teachers' work environments and self-efficacy on children's peer play interactions, mediated by teacher-child interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01