ScholarWorks@숙명여자대학교

초록

Objectives: The aim of this study was to identify the impact of mediating effect of teacher-child interaction and the moderating effect of child gender on the relationship between teaching efficacy and child-peer interaction. Methods: The study’s data were based on the 4th Panel study on Korean children from Korea Institute of Child Care and Education. Data from 800 3-year-old participants who were enrolled in children’s educational institutions were employed to conduct this study. The panel study on Korean children utilized Teacher Self-Efficacy Scales (TSES) as a measure of Teaching Efficacy, Early Childhood Observation Instrument (ECOI) as a measure of Teacher-Child Interaction, and Peen Interactive Peer Play Scale (PIPPS) as a measure of child peer interaction. The data were analyzed by SPSS, version 22.0, to conduct statistics and Pearson product-moment correlation. AMOS 21.0 was utilized to verify the mediating and moderating effects. Results: Teacher-child interaction had mediating effects on the relationship between teaching efficacy and child-peer interaction. Although there was no direct relationship between teaching efficacy and child-peer interaction, a positive relationship was found between teacher-child interaction. Child gender had moderating effects on this study model. The influence of teaching efficacy and child peer interaction relationship affected more girls than boys, while teacher-child interaction and child-peer interaction relationship affected more boys than girls. Conclusion: The identified mediating effects further emphasize the significance of teaching efficacy when deciding child-peer interaction. In addition, the identified moderating effects highlight the importance of child gender when approaching teacher-child and child-peer interaction.

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