The Impact of Language and Non-verbal Elements Perceived by Parents on the Trustworthiness, Professionalism, and Likability of Childcare Teachers

Objectives This study investigates the impact of language and non-verbal elements (vocal and visual) as perceived by parents on their perceptions of daycare teachers, specifically focusing on the dimensions of trustworthiness, professionalism, and likability. Methods To achieve this, a survey was conducted with 220 parents of young children attending daycare centers in Seoul and Gyeonggi Province. After excluding 14 responses due to errors such as duplicate entries, a final sample of 206 responses was analyzed. Pearson correlation analysis and Hierarchical multiple regression analysis were performed on the collected data. Results First, it was found that both language and non-verbal elements (e.g., tone of voice, facial expressions) interact to shape parents' perceptions of daycare teachers. Second, both trustworthiness and professionalism are influenced by both language and non-verbal elements. Clear language and positive body language enhance the perceived professionalism of teachers. Likability, on the other hand, is less affected by language and is more significantly influenced by non-verbal elements, particularly vocal and visual aspects. Non-verbal signals that convey kindness and friendliness play a crucial role in establishing a positive relationship with parents. Conclusions This study highlights the importance of both language and non-verbal elements in shaping parents' perceptions of daycare teachers. While language is essential for conveying trustworthiness and professionalism, non-verbal elements, especially vocal and visual aspects, are critical for enhancing likability. Therefore, daycare teachers should effectively integrate both language and non-verbal elements to build trust, demonstrate professionalism, and foster positive relationships with parents.