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Relationship between Emotional Intelligence, Problem Behavior Management Ability, and Teacher`s Efficacy of Problem Behavior Guidance among Early Childhood Teachers
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유아교사의 정서지능, 문제행동 관리능력과 문제행동지도 효능감의 관계

논문 기본 정보

Type
Academic journal
Author
Kim, Min-sook (이화여대) Ohm, Jung-Ae (이화여대)
Journal
Educational Research Institute, College of Edcation, Ewha Womans University The journal of Educational Studies Vol.47 No.1 KCI Accredited Journals
Published
2016.3
Pages
51 - 71 (21page)
DOI
10.15854/jes.2016.03.47.1.51

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Relationship between Emotional Intelligence, Problem Behavior Management Ability, and Teacher`s Efficacy of Problem Behavior Guidance among Early Childhood Teachers
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Research history (2)

2016

Relationship between Emotional Intelligence, Problem Behavior Management Ability, and Teacher`s Efficacy of Problem Behavior Guidance among Early Childhood Teachers
Kim ,  Min-sook ,  Ohm The journal of Educational Studies 2016.03 Academic journal
김민숙 유아교육 2016.01 Thesis
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Abstract· Keywords

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The purpose of this study was to investigate the relationship between emotional intelligence, problem behavior management ability and the efficacy of problem behavior guidance of teachers. For this study, 358 kindergarten teachers were surveyed, and the collected data were analyzed by Pearson’s correlation and multiple regression. Results of the study are as follows. First, there was a positive correlation between emotional intelligence and efficacy of problem behavior guidance. All sub-factors of emotional intelligence were correlated with the efficacy of problem behavior guidance. Second, dividing problem behavior management ability into the ability to perceive problem behavior and ability to use intervention methods, there was no correlation between the ability to perceive problem behavior and the efficacy of problem behavior guidance. On the other hand, there was a statistically significant positive correlation between the ability to use intervention methods and the efficacy of problem behavior guidance. In addition, all the sub-factors showed a correlation. Third, emotional intelligence had a relatively greater influence on the efficacy of problem behavior guidance than the ability to use intervention methods. Based on the results, several ways were discussed to improve the efficacy of problem guidance of early childhood teachers.
#Emotional intelligence #problem behavior management ability #efficacy of problem behavior guidance

Contents

ABSTRACT
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구 결과
Ⅳ. 논의 및 결론
References

References (54)

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Almog, O., & Shechtman, Z. (2007). Teachers’ democratic and efficacy beliefs and styles of coping with behavioral problems of pupils with special needs. European Journal of Special Needs Education, 22(2), 115-129. google schola Behar, L., & Stringfield, S. (1974). A behavior rating scale for the preschool child. Developmental Psychology, 10(5), 601-610. google schola Campbell, S. B. (2007). Behavior problems in preschool children: Clinical and developmental issue (Min, S. H. Trans). Seoul: Sigmapress. (Original work published in 2002) google schola Campbell, S., & Ewing, L. (1990). Follow-up of hard to manage preschoolers adjustment at age 9 and predictors of continuing symptoms. Journal of Child Psychology and Psychiatry, 31(6), 871-889. google schola Cha, E. J., & Kwon, Y. H. (2013). The cognition and strategy of preschool teacher about child’s behavior problem according to the level of teacher’s professional development. The Journal of the Korean Society for Fisheries and Marine Sciences Education, 25(1), 53-64. google schola

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UCI(KEPA) : I410-ECN-0101-2016-370-002762638