Korean J Child Stud. 2012; 33(5): 71-89.
The Effects of Early Child Care Teachers` Communication Competence, Interpersonal Competence and Teacher Self-efficacy to Enlist Parental Involvement on Parent-Teacher Partnerships
보육교사의 의사소통 능력, 대인관계 유능성, 그리고 가정연계 효능감이 부모-교사 협력에 미치는 영향
김유정 , 박지혜 , 안선희
Yoo Jung Kim , Ji Hye Park , Sun Hee Ahn
ABSTRACT
This study examined the characteristics of early child care teachers and the ways this influences their abilities to promote the parent-teacher partnerships. 266 early child care teachers participated in this study. Parent-teacher partnerships, communication competence, interpersonal competence, and teacher efficacy in enlisting parental involvement were measured by means of The Caregiver-Parent Partnership Scale, Global Interpersonal Communication Competence Scale, Interpersonal Competence Questionnaire and selected elements of the Teacher Self-efficacy Scale. The results indicated that parent-teacher partnerships were significantly different in terms of the characteristics of teachers. The hierarchical multiple regression analysis revealed that the communication competence, interpersonal competence, and teacher self-efficacy significantly predicted the type and quality of parent-teacher partnerships. In conclusion, improving the effectiveness of parent-teacher partnerships seems heavily dependent upon the quality and personal abilities an beliefs of early child care teachers.
Key words :
parent-teacher partnerships, communication competence, interpersonal competence, teacher self-efficacy to enlist parental involvement
