보육교사가 지각하는 학부모와 의사소통의 어려움이 영유아와 상호작용에 미치는 영향: 보육교사의 자아존중감의 매개효과

Child Care Teachers’ Difficulties Communicating with Parents and How It Affects Teacher-Child Interactions: The Mediating Effects of Teachers’ Self-Esteem

Objective: This study examined the mediating effects of child care teachers’ self-esteem in the relationship between teachers’ difficulties communicating with parents and teacher-child interactions. Methods: A total of 450 child care teachers answered questionnaires based on three research variables. Data were analyzed using SEM. Results: First, child care teachers’ difficulties communicating with parents had a direct effect on teacher-child interactions. That is, child care teachers who experienced more difficulties communicating with parents showed more negative teacher-child interactions. Second, child care teachers’ difficulties communicating with parents had an indirect effect on teacher-child interactions through teachers’self-esteem. In other words, when child care teachers experienced more difficulties communicating with parents, their self-esteem was lower, which led to increased negative teacher-child interactions. Conclusion/Implications: This study highlights the importance of effective communication between child care teachers and parents. In addition, these findings contribute to a better understanding of the mechanism by which child care teachers’ difficulties communicating with parents influence teacher-child interactions.