Analysis of Structural Relationships between Major Satisfaction, Academic Self-efficacy, and Learning Flow among Pre-service Kindergarten Teachers

Analysis of Structural Relationships between Major Satisfaction, Academic Self-efficacy, and Learning Flow among Pre-service Kindergarten Teachers

The purpose of this study was to investigate the structural relationships between major satisfaction, academic self-efficacy, and learning flow of pre-service kindergarten teachers. As research subjects, 166 pre-service kindergarten teachers from the early childhood education departments of four-year universities in Gyeonggi-do and Seoul were chosen. Research instruments for major satisfaction by Hwang(2002),academic self-efficacy by Kim & Park(2001), and learning flow by Kim, Tak, & Lee(2010) were used to collect the data. Questionnaire used to collect the data. For the data analysis, descriptive statistics, factor analysis, and structural equation model analysis were performed using the statistical programs SPSS 20.0 and AMOS 20.0, and mediating effects were verified using the bootstrapping method. As a result of the study, the pre-service kindergarten teachers" major satisfaction and academic self-efficacy had a significant direct effect on learning flow. In addition, it was found that academic self-efficacy plays a mediating role in the effect of major satisfaction on learning flow. The findings of this study highlight the significance of improving major satisfaction and academic self-efficacy as personal and psychological factors of pre-service kindergarten teachers while operating the curriculum in light of their majors of teaching kindergarten teachers. Furthermore, it is expected to propose important solutions to prevent academic dropout in university and provide basic data in planning the learning flow of pre-service kindergarten teacher.

The purpose of this study was to investigate the structural relationships between major satisfaction, academic self-efficacy, and learning flow of pre-service kindergarten teachers. As research subjects, 166 pre-service kindergarten teachers from the early childhood education departments of four-year universities in Gyeonggi-do and Seoul were chosen. Research instruments for major satisfaction by Hwang(2002),academic self-efficacy by Kim & Park(2001), and learning flow by Kim, Tak, & Lee(2010) were used to collect the data. Questionnaire used to collect the data. For the data analysis, descriptive statistics, factor analysis, and structural equation model analysis were performed using the statistical programs SPSS 20.0 and AMOS 20.0, and mediating effects were verified using the bootstrapping method. As a result of the study, the pre-service kindergarten teachers" major satisfaction and academic self-efficacy had a significant direct effect on learning flow. In addition, it was found that academic self-efficacy plays a mediating role in the effect of major satisfaction on learning flow. The findings of this study highlight the significance of improving major satisfaction and academic self-efficacy as personal and psychological factors of pre-service kindergarten teachers while operating the curriculum in light of their majors of teaching kindergarten teachers. Furthermore, it is expected to propose important solutions to prevent academic dropout in university and provide basic data in planning the learning flow of pre-service kindergarten teacher.