Analysis of the relationship and influence between personality, aptitude, and teaching efficacy of prospective early childhood teachers

Objectives The purpose of this study is to investigate the impact of prospective early childhood teachers' personality and teaching aptitude on teacher efficacy. Methods The research subjects were 220 students enrolled in the early childhood education department of 3- and 4-year universities located in Seoul, Gyeonggi-do. 199 copies of the questionnaire were used as the final data, and correlation analysis and stepwise multiple regression analysis were performed to analyze the collected data. Results First, it was found that the personality and teaching aptitude of prospective early childhood teachers were positively correlated with teacher efficacy, and that the higher the personality and teaching aptitude of young children, the higher the teacher efficacy. Second, the personality and teaching aptitude of prospective teachers were found to have a significant impact on teacher efficacy, and personality has a relatively higher influence than teaching aptitude, and among the personality sub-factors of prospective teachers, positive self-concept and job performance. , creative personality, and understanding of children's characteristics were found to have an influence among the sub-factors of prospective teachers' teaching aptitude. Conclusions Through this study, we were able to confirm the importance of the personality and teaching aptitude of prospective early childhood teachers in order to increase their teaching efficacy, and suggested the need for efforts by prospective teachers to help their personality and teaching aptitude.