A Study on the Relationship Between Self-Leadership and Self-Efficacy in Prospective Early Childhood Teachers

This study examines the relationship between self-leadership and self-efficacy in prospective early childhood teachers preparing for a teaching career. The research questions examine the relationship between self-leadership and self-efficacy in prospective early childhood teachers, as well as how self-leadership influences self-efficacy. The study involved 234 prospective early childhood teachers, and the self-leadership scale developed by Houghton & Neck(2002) was used. For measuring self-efficacy, a questionnaire translated by Hong Hye-young(1995), based on the instrument by Shere, Maddux, Mercandante, Prentice-Dunn, Jacobs, and Rogers(1982), was utilized. Data collection methods included calculating Cronbach's α for reliability, and using frequency analysis to examine general characteristics. In addition, correlation analysis and multiple regression analysis were performed. The results of this study are as follows: First, there was a correlation between all sub-factors of self-leadership and self-efficacy in prospective early childhood teachers. Second, among the sub-factors of self-leadership, behavior-focused strategy had a significant impact on self-efficacy. The significance of this study lies in its potential to serve as foundational data for developing training and programs related to behavior-focused strategy, a sub-factor of self-leadership, to enhance self-efficacy, thereby helping prospective early childhood teachers work as proactive educators in the field.