The Effect of Teacher’s Happiness and Professional Competence on Teacher-Infant Attachment Stability

Objectives This study aimed to explore the role of teachers in fostering emotional development and secure relationships in infancy by analyzing the effects of teachers’ happiness and professional competence on teacher-infant attachment security. Methods To this end, a survey was conducted with 230 infant teachers in charge of classes for children aged 0 to 2 years at childcare centers located in certain regions of Gyeonggi Province. The collected data were analyzed using descriptive statistics, one-way ANOVA, correlation analysis, and multiple regression analysis. Results The results revealed significant differences in levels of happiness and perceived professional competence depending on teachers’ general characteristics. Moreover, both teacher happiness and professional competence had significant effects on teacher-infant attachment security. Notably, teacher happiness showed a greater influence on attachment security than professional competence, highlighting the critical role of teachers’ emotional resources in establishing secure relationships during infancy. Conclusions These findings support the need for institutional and policy-level efforts to enhance teacher happiness and professional development and underscore the importance of creating a caregiving environment conducive to secure attachment relationships in early childhood settings.