유아교사가 지각한 교사-부모 간 의사소통의 어려움과 공감능력이 교수효능감에 미치는 영향

Abstract

This study aimed to explore the factors influencing early childhood teachers’ teaching efficacy. Specifically, it examined the impact of communication difficulties between teachers and parents and the teachers’ empathy levels, and compared the relative influence of these two variables on teaching efficacy. Data were collected through an online survey conducted from November 16 to 25, 2024, targeting kindergarten and childcare center teachers working in early childhood education institutions located in Busan and the Gyeongsang provinces. A total of 277 responses were used for the final analysis. The data were analyzed using the SPSS statistical program. Pearson correlation analysis was conducted to identify general trends and relationships among the main variables. Simple regression analysis was performed to examine the individual effects of the independent variables, and multiple regression analysis was used to compare their relative contributions to teaching efficacy. The results showed that communication difficulties had a significant negative correlation with teaching efficacy, while empathy had a significant positive correlation. In other words, teachers who experienced greater difficulties in communicating with parents tended to perceive lower teaching efficacy, whereas those with higher levels of empathy exhibited greater confidence in their teaching. Notably, communication difficulties caused by teacher-related factors showed the strongest negative correlation with teaching efficacy. These findings suggest that early childhood teachers’ teaching efficacy is shaped through a complex interaction between internal resources, such as empathy, and external experiences, such as communication with parents. Key words: Teacher - Parent Communication Difficulties, Early Childhood Teachers, Empathy, Teaching Efficacy