예비유아교사의 정서지능과 교직선택동기가자기효능감에 미치는 영향
The Effect of Emotional Intelligence and Motivations for Choosing the Teaching Profession on the Self-Efficacy of Pre-Service Early Childhood Teachers
0
조회
0
다운로드
24
인용
0
참고문헌
키워드
초록
The purpose of this study was to investigate the general trends and relationships between the emotional intelligence, motivations for choosing the teaching profession, and self-efficacy of pre-service early childhood teachers. We also sought to examine the effects of the teachers’emotional intelligence and motivations for choosing the teaching profession on their self-efficacy, so that they could have control of their future lives and improve their qualifications. First, in terms of the results for general trends in the emotional intelligence, motivations for choosing the teaching profession, and the self-efficacy of the pre-service teachers, their perception of emotional intelligence was found to be above normal. In terms of the sub-factors, self-emotional perception ranked the highest and emotional use the lowest. Active motivations, which are one sub-factor of motivations for choosing the teaching profession, took the highest position in statistical number. Meanwhile, passive motivations showed the lowest. Also, self-regulatory efficacy, a sub-factor of self-efficacy, took the highest position contrary to self-confidence, another sub-factor, which took the lowest. Second, on the relationships between emotional intelligence, motivations for choosing the teaching profession, and self-efficacy, there were correlations among these factors found in this study targeting pre-service early childhood teachers. Third, the effect of emotional intelligence and motivations for choosing the teaching profession on self-efficacy was clearly shown in the results. Therefore, there need to be measures taken for pre-service teachers to improve their emotional intelligence and choose the teaching profession in an active way to have decent self-efficacy, which can lead to successful lives for them personally and professionally.
Abstract
The purpose of this study was to investigate the general trends and relationships between the emotional intelligence, motivations for choosing the teaching profession, and self-efficacy of pre-service early childhood teachers. We also sought to examine the effects of the teachers’emotional intelligence and motivations for choosing the teaching profession on their self-efficacy, so that they could have control of their future lives and improve their qualifications. First, in terms of the results for general trends in the emotional intelligence, motivations for choosing the teaching profession, and the self-efficacy of the pre-service teachers, their perception of emotional intelligence was found to be above normal. In terms of the sub-factors, self-emotional perception ranked the highest and emotional use the lowest. Active motivations, which are one sub-factor of motivations for choosing the teaching profession, took the highest position in statistical number. Meanwhile, passive motivations showed the lowest. Also, self-regulatory efficacy, a sub-factor of self-efficacy, took the highest position contrary to self-confidence, another sub-factor, which took the lowest. Second, on the relationships between emotional intelligence, motivations for choosing the teaching profession, and self-efficacy, there were correlations among these factors found in this study targeting pre-service early childhood teachers. Third, the effect of emotional intelligence and motivations for choosing the teaching profession on self-efficacy was clearly shown in the results. Therefore, there need to be measures taken for pre-service teachers to improve their emotional intelligence and choose the teaching profession in an active way to have decent self-efficacy, which can lead to successful lives for them personally and professionally.
참고문헌 (33)
- Bandura, A., "Social Cognitive Development" (1981), Cambridge University Press
- Bandura, A., "Perceived self-efficacy in cognitive development and functioning", Educational Psychology, 28, pp.117~148 (1993)
- Bandura, A., "Self-efficacy : The exercise of control." (1997), W. H. Freeman and Company
- Bar-On, R., "Bar-On emotional quotient inventory(EQ-i): Technical manual" (1997), Multi-Health Systems
- Cha, J. U., "A Study of for Development of a General Self-Efficacy Scale", psychology Association, 34, pp.19~31 (1996)
- Choi, J. Y., "The relationship between the motivation for teaching profession and commitment to teaching", master, pp.2006
- 최미숙, "예비유아교사의 자기결정성 동기에 대한 탐색: 사고양식, 사회적 지지의 관계", 열린유아교육연구, 14(1), pp.193~215 (2009), 한국열린유아교육학회
- Choi, U. J., "A Comparative Study on the Job Satisfaction by Self-Efficacy of Kindergarten and Child Care Center Teacher.", master, pp.2008
- Day, C., "Apassion for teaching." (2007), Paranmaum
- Goleman, D., "Comprehensive textbook of psychiatry" (2000), Lippintcott Willams & Wikins
- Huberman, M, "The lives of teacher" (1993), Columbia University
- Jang, Y. S., "Correlation of Motivation for Choosing the Teaching Profession to Job Satisfaction in Elementary Teachers", master, pp.2010
- Jeon, I. O., "The Effects of Teacher's Educational Belief System and Teaching Efficacy on Verbal and Non-verbal Teaching Behaviors with Young Children", The Korea Association of Child Care and Education, 19, pp.203~237 (1999)
- Ju, S. Y., "Relationship of personality type to emotional labor and emotional intelligence in childcare workers", master, pp.2008
- Kim, A. Y., "Construction and validation of academic self-efficacy scale", The Journal of Educational Research, 39(1), pp.95~123 (2001)
- 김현진, "예비 유아교사의 교직에 대한 열정, 교사동기 그리고 교사효능감에 관한 연구", 열린유아교육연구, 17(6), pp.249~275 (2012), 한국열린유아교육학회
- Kim, Y. R., "An Analysis on the Relationships between Self-Concept and Emotional Intelligence", The Journal of Houngik University, 19, pp.5~29 (2002)
- A Study on the consciousness of teachers teaching, "Korea Federation of Teacher's Associations", Korean Federation of Education Associations, ~ (1983)
- Kwak, K. M., "A study on the relationships among lifestyle, self-efficacy and bullying behavior in school perceived by adolescents", master, pp.2013
- Law, K. S., "The construct and criterion validity of emotional intelligence and its potential utility for managements studies", Journal of Applied Psychology, 89, pp.483~496 (2004)
- Lee. B. D., "(A) Study on Teacehrs’ Leadership and Professionalism.", master, pp.1987
- Lee, J. H., "Perception The relatioinships between achievement goal orientation and teaching efficacy beliefs of early childhood pre-service teachers", doctor, pp.2007
- Lim, S. Y., "A study on the relationship between emotional intelligence and leadership of secondary students", master, pp.2007
- "Present conditions of teacher training facilities" (2013)[URL]
- Namgung, G, M., "Effect of motivation for choosing the teaching porofession on commitment to teaching and teacher efficacy in early childhood.", master, pp.2011
- No, H, M., "The effects of emotional state sand emotional intelligence one motional labor strategies and job-related attitudes in the context of emotional labo", master, pp.2005
- Oh, S. J., "Effects of the Motivations of Choosing the Teaching Profession on Job Ability and Job Satisfaction in Public Kindergarten Teachers.", master, pp.2011
- 부성숙, "예비 유아교사의 정서지능이 자아개념 및 자기효능감에 미치는 영향", 한국생활과학회지, 21(4), pp.649~664 (2012), 한국생활과학회
- "Teaching Aptitude and Personality Test" (2012)[URL]
- Salovey, P., "Emotional Intelligence: key readings on Mayer and Salovey model" (2004), Dude Pub
- 송미선, "보육교사의 정서지능과 직무스트레스와의 관계", 미래유아교육학회지, 16(4), pp.99~119 (2009), 미래유아교육학회
- Tett, R, P., "Confirmatory factor structure of trait emotional intelligence in student and worker samples", Personality and Individual Differences, 41(6), pp.1155~1168 (2006)
- Wong, C., "The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study", The Leadership Quarterly, 13, pp.243~274 (2002)