Understanding What Shapes Early Childhood Teachers’ Social and Emotional Competence: Evidence from South Korea

• 발행기관: The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
• 간행물 정보: 『Asia-Pacific journal of research in early childhood education』Vol.19 No.3, 71~91쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.09.01

국문 초록

This study investigates the factors influencing the social and emotional competence (SEC) of early childhood teachers in South Korea. It examines internal variables, including teaching experience, academic qualifications, SEC-related teacher education, and SEC awareness, as well as external variables such as institution type and class age group. A survey was administered to 227 teachers from kindergartens and childcare centers, and SEC was assessed using a validated instrument. Data were analyzed using t-tests and ANOVA to identify differences across background variables. The results indicate that teaching experience, SEC awareness, and SEC-related teacher education significantly contribute to teachers’ SEC, while institutional differences also exert an influence. These findings underscore the importance of structured SEC training in both pre-service and in-service teacher education and highlight the role of workplace conditions in shaping teachers’ SEC. Collectively, the study offers meaningful policy implications for enhancing teacher education and fostering institutional environments that support the development of SEC.

목차

Introduction

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Results

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References

키워드

Social and emotional competence Early childhood teacher Early childhood education