The mediating effect of teacher collegiality on the relationship between calling and teacher efficacy

In this study I investigated the relationship between sense of calling and efficacy among South Korean early childhood teachers, and whether this relationship was mediated by teacher collegiality. A total of 228 South Korean early childhood teachers completed 3 questionnaires regarding calling, teacher efficacy, and teacher collegiality. The results demonstrate that calling had positive relationships with teacher efficacy and collegiality. In addition, collegiality partially mediated this relationship. These results indicate that an increase in the sense of calling enhances teacher efficacy when an environment of cooperation is created.