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Early childhood teachers’ psychological well-being and responsiveness toward children: A comparison between the U.S. and South Korea

Authors
Byun SooyeonXianguy ZhaoCynthis K. BuettnerChung, Shun AhLieny Jeon
Issue Date
Jun-2022
Publisher
Elsevier Ltd
Keywords
Responsiveness; Teacher well-being; Psychological well-being; Early care and education; Teacher-child interaction; Cross -country comparison
Citation
Teaching and Teacher Education, v.114, pp.1 - 14
Journal Title
Teaching and Teacher Education
Volume
114
Start Page
1
End Page
14
URI
https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/151356
DOI
10.1016/j.tate.2022.103705
ISSN
0742-051X
Abstract
This study explores the cross-country differences in the associations between early childhood teachers' psychological well-being and responsiveness toward children. Data collected from teachers in South Korea (n = 322) and the U.S. (n = 1129) revealed associations between teachers' psychological well-being and responsiveness in both countries, however, patterns differed between countries. Specifically, the degree of psychological well-being, responsiveness, and the associations between well-being and responsiveness were significantly different between the two countries. Although teachers have similar experiences in their psychological well-being, the sources of well-being may be varied. Thus, teachers' backgrounds should be considered to effectively promote teachers’ psychological well-being and positive practice.
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