The Sequential Mediation Effects of Efficacy Belief about Play and Professional Recognition between Kindergarten Teacher's Emotional Intelligence and Teacher-child Interaction (유치원교사의 정서지능과 교사: 유아 상호작용 간의 관계에서 놀이교수효능감과 교직전문성 인식의 순차적 매개효과)
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- Korean Journal of Childcare and Education
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- v.12 no.3
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- pp.137-157
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- 2016