The Effect of Teacher Efficacy of Early Childhood Teachers on Teacher Happiness

DOI:10.21742/AJEMR.2019.4.2.06

AUTHORS

Soon-ok Joo,(Ph.D. course/doctorate course) 02838 Department of Regional and Welfare Administration Department, Dongbang Culture Graduate University, 28 Sungbok-Ro, Sungbokdong, Seoul, Korea

Sung-je Choi,02838 Department of Regional and Welfare Administration Department, Dongbang Culture Graduate University, 28 Sungbok-Ro, Sungbokdong, Seoul, Korea

ABSTRACT

The purpose of this study is to understand the effect of teacher efficacy of early childhood teachers on teacher happiness. The study was conducted on 153 early childhood teachers of Ulsan Metropolitan City. Frequency analysis, reliability analysis, and correlation analysis were performed using the SPSS 22.0 program. Multiple regression analysis was performed on causality between variables. The results of this study are as follows: First, teachers' efficacy factors of early childhood teachers showed that both general teacher efficacy and personal teacher efficacy had a significant effect on teachers' internal happiness. Second, teachers' efficacy factors of early childhood teachers showed that both general teacher efficacy and personal teacher efficacy had a significant effect on teachers' external happiness. Third, teachers' efficacy factors of early childhood teachers showed that both general teacher efficacy and personal teacher efficacy had a significant effect on teachers' self-regulated happiness. This study is expected to be the basic data for the practical intervention plan for the improvement of teacher efficacy and teacher happiness of early childhood teachers.