The Structural Relationship among Director’s Emotional Leadership, Ego-Resilience, Job Commitment, and Teacher-Child Interaction Perceived by Early Childhood Teachers
AUTHOR : 원커옌, 문은식
INFORMATION : page. 151~177 / 2022 Vol.29 No.1
ABSTRACT
The purpose of this study is to investigate the structural relationship among a director’s emotional leadership, ego-resilience, job commitment, and teacher-child interaction perceived by early childhood teachers. The subjects were 392 early childhood teachers working in public and private daycare centers and kindergartens in Gangwon-do Province and Chungcheongnam-do Province. The survey instruments used for the study were Emotional Leadership Scale, Ego-Resilience Scale, Job Commitment Scale, and Teacher-Child Interaction Scale. To analyze the collected data, structural equation modeling analysis and mediation effect analysis using LISREL 8.54 and Mplus 6.0 were conducted. The results are as follows. First, emotional leadership, ego-resilience, and job commitment had direct and indirect effects on teacher-child interaction through five paths. The explanatory power of the related variables on the teacher-child interaction was 48%. In addition, the ego-resiliecnce and job commitment of preschool teachers had a full mediating effect and a dual mediating effect in the relationship between a director’s emotional leadership and teacher-child interaction. Second, for the relative influential power of the predictors, emotional leadership had the highest direct-indirect influence. Ego-resilience had a direct significant effect, and job commitment had an indirect effect through ego-resilience. Findings of the study could be used as a theoretical and empirical framework for intervention strategies to diagnose and facilitate teacher-child interaction in daycare centers and kindergartens.