Early childhood teachers’ psychological well-being and responsiveness toward children: A comparison between the U.S. and South Korea
- Byun Sooyeon; Xianguy Zhao; Cynthis K. Buettner; Chung, Shun Ah; Lieny Jeon
- Issue Date
- Elsevier Ltd
- Responsiveness; Teacher well-being; Psychological well-being; Early care and education; Teacher-child interaction; Cross -country comparison
- Teaching and Teacher Education, v.114, pp.1 - 14
- Journal Title
- Teaching and Teacher Education
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- 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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- 생활과학대학 > 아동복지학부 > 1. Journal Articles
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