Korean Journal of Human Ecology (한국생활과학회지)

Korean Association of Human Ecology (한국생활과학회)
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Impact of Emotional Intelligence on Self-Concept and Self-Efficacy among Preservice Early Childhood Teachers

예비 유아교사의 정서지능이 자아개념 및 자기효능감에 미치는 영향

  • Pu, Sung Sook (Dept. of Early Childhood Education, University of Kyonggi) ;
  • Kim, Ban Jae (Dept. of Child Education, Kookje College)
  • 부성숙 (경기대학교 유아교육학과) ;
  • 김반재 (국제대학교 아동계열)
  • Received : 2012.03.30
  • Accepted : 2012.07.30
  • Published : 2012.08.31
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Abstract

The purpose of this study was to examine the impact of the emotional intelligence of preservice early childhood teachers on their self-concept and self-efficacy in an attempt to provide some information on the development of the emotional intelligence of preservice early childhood teachers. The subjects in this study were the freshmen, sophomores and juniors who were in the departments of early childhood education in private colleges and universities in Chungcheong, Kyonggi, Seoul, in Korea. After a survey was conducted, the following findings were given: First, the juniors had the best self-concept of the others, and the freshmen were ahead of the others in self-efficacy. The university students had a better self-concept than the college students. Second, emotional intelligence had a statistically significant positive correlation to self-concept and self-efficacy. Third, all the sub-factors of emotional intelligence exerted a statistically significant positive influence on self-concept. Among the sub-factors of emotional intelligence, emotional regulation and emotional utilization exerted a statistically significant positive influence on self-efficacy. The findings of the study illustrated that the preservice early childhood teachers had a better self-concept and a better self-efficacy when they were better at emotional intelligence.

Keywords

References

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