A Model of Effects of Teacher Self-Efficacy, Classroom Environment, Interactions on Children’s Social

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-6 - Early Education and Child Development SIG Poster Session

Abstract

The present study investigated the relations among teacher’s self-efficacy, classroom environment, parent-teacher interaction and child-teacher interaction, and children’s social behaviors, using the Panel Study on Korean Children (PSKC). The data were collected from 739 children, their parents, and their teachers who participated in spring prekindergarten 2011. From a latent variable approach and structural equation modeling, the results indicated that higher teaching self-efficacy and supportive classroom environment contributed to affirmative interactions with parent and children. Also, teacher’s supportive interaction with children and parents mediated the impact of teacher’s self-efficacy and classroom environment on children’s social behaviors. Findings suggest that teacher’s self-efficacy, supportive classroom environment, and teacher-child emotional interaction, and teacher-parent interaction can facilitate children’s constructive social behaviors.

Authors

• Young-Hee Park, Dong-A University

• Sukwoo Kim, Pusan National University

• Seungbae Lee, Pusan National University