Journal of Families and Better Life (가정과삶의질연구)

Korean Home Management Association (가정과삶의질학회)
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The Effects of Teachers' Responsiveness Early Childhood Teachers' Strategies of Problem Behavior Guidance

영유아교사의 반응성이 문제행동지도전략에 미치는 영향

  • Received : 2012.11.11
  • Accepted : 2012.12.26
  • Published : 2013.02.28
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Abstract

The purpose of this study was to examine the effects of teachers' responsiveness on teachers' strategies of problem behavior guidance. Teachers' responsiveness variables consisted of acceptance, sensitivity, consistency, warmth and teachers' strategies of problem behavior guidance variables consisted of positive proactive strategies, positive reactive strategies, negative reactive strategies. Subjects were 151 early childhood teachers in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression and hierarchical multiple regression. The main results of this study were as follows. Teachers' acceptance, sensitivity, consistency, warmth were positively related to teachers' positive proactive strategies and positive reactive strategies of problem behavior guidance. On the other hand, teachers' warmth was negatively related to teachers' negative reactive strategies. As results of examining relative effects of teachers' responsiveness on positive proactive strategies of problem behavior guidance, the influential variables were warmth and acceptance. The relative effects of teachers'responsiveness on positive reactive strategies of problem behavior guidance, the influential variables were sensitivity and acceptance. The relative effects of teachers' responsiveness on negative reactive strategies of problem behavior guidance, the only influential variable was warmth.

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References

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