The Effect of Early Childhood teacher’s Teacher Efficacy, Professional Recognition, and Self-regulation on Teacher-child Interaction

The purpose of this study was to examine the effects of early childhood teacher’s efficacy, professional recognition, and self-regulation on teacher-child interactions. To this end, a paper questionnaire was distributed to early childhood teachers working in kindergarten and daycare centers in Seoul and the surrounding metropolitan area, and the best 297 completed questionnaires were used for data analysis. For data analysis, Pearson's correlation analysis and multiple regression analysis were performed to explore the relationships between teacher efficacy, professional recognition, self-regulation, and teacher-child interaction. The result indicated that teacher efficacy and self-regulation were significant predictors of teacher-child interaction. Based on these findings, the study discusses implications for improving the quality of teacher-child interactions.