The influence of Korean preschool teachers’ work environments and self-efficacy on children’s peer play interactions: the mediating effect of teacher–child interactions

References

• Arbeau, K. A., & Coplan, R. J. (2007). Kindergarten teachers’ beliefs and responses to hypothetical prosocial, asocial, and antisocial children. Merrill-Palmer Quarterly, 53(2), 291–318. doi: 10.1353/mpq.2007.0007
   Web of Science ®Google Scholar
• Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). New York, NY: H. H. Freeman.
   Google Scholar
• Burchinal, M. R., Cryer, D., Clifford, R. M., & Howes, C. (2002). Caregiver training and classroom quality in child care centers. Applied Developmental Science, 6(1), 2–11. doi: 10.1207/S1532480XADS0601_01
   Google Scholar
• Cassidy, D. J., King, E. K., Wang, Y. C., Lower, J. K., & Kintner-Duffy, V. L. (2017). Teacher work environments are toddler learning environments: Teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours. Early Child Development and Care, 187(11), 1666–1678. doi: 10.1080/03004430.2016.1180516
   Web of Science ®Google Scholar
• Choi, H. Y. (2004). Children’s peer interactions in relation to teacher’s beliefs and teacher behaviors (Unpublished doctoral dissertation). The Graduate School of Yonsei University.
   Google Scholar
• Choi, Y., Bae, Y., Song, S., Lim, J., Lee, Y., Kim, S., & Kim, S. (2014). Korean Children Panel Study 2014. Seoul: Korea Institute of Child Care and Education. Research Report 2014–33.
   Google Scholar
• Choi, S. H., & Hwang, H. J. (2011). Relationship of the quality of teacher-child interaction to the maladjusted behaviors of child carers. Children’s Media Research, 10(3), 1–18.
   Google Scholar
• Choi, H. Y., & Shin, H. Y. (2008). Validation of the Penn Interactive Peer Play Scale for Korean children. Korean Journal of Child Studies, 29(3), 303–318.
   Google Scholar
• Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16–29. doi: 10.1037/1082-989X.1.1.16
   Web of Science ®Google Scholar
• Denham, M. H. (2007). Dealing with feelings: How children negotiate the worlds of emotions and social relationships. Cogniţie, Creier, Comportament/Cognition, Brain, Behavior, 11(1), 1–48.
   Google Scholar
• Erdem, E., & Demirel, O. (2007). Teacher self-efficacy belief. Social Behavior and Personality: An International Journal, 35(5), 573–586. doi: 10.2224/sbp.2007.35.5.573
   Web of Science ®Google Scholar
• Fantuzzo, H., Coolahan, K., Mendez, J., McDermott, P., & Sutton-Smith, B. (1998). Contextually-relevant validation of peer play constructs with African American Head Start children: Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 13, 411–431. doi: 10.1016/S0885-2006(99)80048-9
   Web of Science ®Google Scholar
• Ghazvini, A., & Mullis, R. L. (2002). Center-based care for young children: Examining predictors of quality. The Journal of Genetic Psychology, 163, 112–125. doi: 10.1080/00221320209597972
   PubMed Web of Science ®Google Scholar
• Grining, C. L., Raver, C. C., Champion, K., Sardin, L., Metzger, M., & Jones, S. M. (2010). Understanding and improving classroom emotional climate and behavior management in the ‘real world’: The role of Head Start teachers’ psychosocial stressors. Early Education and Development, 21, 65–94. doi: 10.1080/10409280902783509
   Web of Science ®Google Scholar
• Hamre, B., Pianta, R., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J., & Scott-Little, D. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88–123. doi: 10.3102/0002831211434596
   Web of Science ®Google Scholar
• Hamre, B., Pianta, R., Downer, J., & Mashburn, A. (2008). Teachers’ perception of conflict with young student: Looking beyond problem behavior. Social Development, 17(1), 115–136.
   Web of Science ®Google Scholar
• Han, E. S., & Huh, H. G. (2016). A study on influences of teacher-child interaction and teacher’s efficacy on peer interaction. Korean Journal of Early Childhood Education, 36(2), 53–70. doi: 10.18023/kjece.2016.36.2.003
   Google Scholar
• Helburn, S. W., & Howes, C. (1996). Child care cost and quality. The Future of Children, 6(2), 62–82. doi: 10.2307/1602419
   PubMed Web of Science ®Google Scholar
• Hindman, A. H., Pendergast, L. L., & Gooze, R. A. (2016). Using bifactor models to measure teacher-child interaction quality in early childhood: Evidence from the Caregiver Interaction Scale. Early Childhood Research Quarterly, 36, 366–378. doi: 10.1016/j.ecresq.2016.01.012
   Web of Science ®Google Scholar
• Holloway, S. D., & Reichhart-Erickson, M. (1988). The relationship of day care quality to children’s free-play behavior and social problem-solving skills. Early Childhood Research Quarterly, 3(1), 39–53. doi: 10.1016/0885-2006(88)90028-2
   Google Scholar
• Hong, S. Y. (2012). The effects of job stress and teacher efficacy on turnover intention among child-care teachers focusing on the mediating effects of immersion. Journal of Teacher Education, 51(2), 271–281.
   Google Scholar
• Hong, S., Malik, M. L., & Lee, M. K. (2003). Testing configural, metric, scalar, and latent mean invariance across genders in sociotropy and autonomy using a non-western sample. Educational and Psychological Measurement, 63, 636–654. doi: 10.1177/0013164403251332
   Web of Science ®Google Scholar
• Howes, C., Phillips, D., & Whitebook, M. (1992). Thresholds of quality: Implications for the social development of children in center-based child care. Child Development, 63, 449–460. doi: 10.2307/1131491
   PubMed Web of Science ®Google Scholar
• Hwang, J. K., & Bae, S. H. (2014). Work stress and self-efficacy in different types of working conditions of child care teachers. The Joural of the Korea Entertainment Industry Association, 8(2), 227–239. doi: 10.21184/jkeia.2014.06.8.2.227
   Google Scholar
• Jeong, H. B. (2010). The effects of children’s social skill on children’s peer play interaction (Unpublished master thesis). the Graduate School of Duksung Women’s University.
   Google Scholar
• Kim, M. J. (1991). A study on the quality of early education institutions and the degree of job satisfaction of kindergarten teachers (Unpublished thesis). Ewha Womans University.
   Google Scholar
• Kim, S. Y. (2000). Differences of teachers’ behaviors and children’s play behaviors according to the quality of kindergarten. Korea Journal of Child Care and Education, 21, 89–105.
   Google Scholar
• Kim, Y. E., & Kim, Y. H. (2008). Teacher characteristics, early childhood education center climate and teacher self-efficacy as predictors of teaching intentions. Korean Journal of Early Childhood Education, 28(6), 207–227. doi: 10.18023/kjece.2008.28.6.010
   Google Scholar
• Kim, Y. H., & Kim, Y. E. (2008). An analysis of the factorial validity of Bandura’s Teacher Self-Efficacy Scale. Korean Journal of Early Childhood Education, 28(2), 169–191. doi: 10.18023/kjece.2008.28.2.008
   Google Scholar
• Kim, K. S., Koh, K. M., & Kim, K. S. (2014). Structural model analysis on the influences of work environments and work satisfaction on the quality of work life of childhood education teachers. The Journal of Korea Open Association for Early Childhood Education, 19(1), 251–268.
   Google Scholar
• Kim, M. S., & Moon, H. J. (2014). The effects of early childhood teacher’s resilience, perfectionism and work environment perception on job stress. Early Childhood Education Research and Review, 20(2), 53–73.
   Google Scholar
• Kim, S. Y., & Oh, J. Y. (2014). Analysis of structure between child teacher’s internal and external variables affecting teacher-children interaction. The Journal of Korea Open Association for Early Childhood Education, 19(5), 23–50.
   Google Scholar
• Kim, S. L., & Park, C. H. (2015). Effects of young children’s temperament, teacher efficacy, and teacher-child interactions on peer play interactions. Korean Journal of Childcare and Education, 11(6), 37–58. doi: 10.14698/jkcce.2015.11.037
   Google Scholar
• Kim, J. Y., & Youn, J. J. (2011). Relationship between childcare teachers’ professional development and their efficacy and role performance. The Journal of Child Education, 20(4), 127–137.
   Google Scholar
• Kontos, S., Howes, C., Shinn, M., & Galinsky, E. (1995). Quality in family child care and relative care. New York, NY: Teachers College Press.
   Google Scholar
• Koo, E. M. (2004). An analysis of teacher related variables affecting the quality of child care program (Unpublished doctoral dissertation). the Graduate School of Sookmyung Women’s University.
   Google Scholar
• Kugelmass, J. W., & Ross-Bernstein, J. (2000). Explicit and implicit dimensions of adult-child interactions in a quality childcare center. Early Childhood Education Journal, 28(1), 19–27. doi: 10.1023/A:1009591319113
   Google Scholar
• Kweon, M. S., & Moon, H. J. (2013). The effects of teacher efficacy and level of professionalism of child-care teachers on interaction of teachers and children. Journal of Korean Child Care and Education, 9(4), 277–296. doi: 10.14698/jkcce.2013.9.4.277
   Google Scholar
• Kwon, R. H., & Lee, J. H. (2015). The relationship among teacher-child interaction, teachers’ beliefs, job satisfaction, and teaching efficacy of kindergarten teachers. The Journal of Child Education, 24(2), 93–107.
   Google Scholar
• Ladd, G. W. (2005). Children’s peer relations and social competence: A century of progress. New Haven, CT: Yale University Press.
   Google Scholar
• Lambert, R., O’Donnell, M., Kusherman, J., & McCarthy, C. J. (2006). Teacher stress and classroom structural characteristics in preschool settings. Understanding teacher stress in an age of accountability, 105–120.
   Google Scholar
• Lee, H. (2015). Structural analysis of child care teachers’ self-efficacy, classroom environment, teacher interaction and negative peer interaction. International Journal of Child Care and Education Policy, 9(2), 89–112.
   Google Scholar
• Lee, H., & Im, J. (2011). Structural equation modeling. Seoul: Jyphyunjai.
   Google Scholar
• Love, J. M., Kisker, E. E., Ross, C., Raikes, H., Constantine, J., Boller, K., …  Vogel, C. (2005). The effectiveness of early head start for 3-year-old children and their parents: Lessons for policy and programs. Developmental Psychology, 41, 885–901. doi: 10.1037/0012-1649.41.6.885
   PubMed Web of Science ®Google Scholar
• Mashburn, A., Hamre, B., Downer, J., & Pianta, R. (2006). Teacher and classroom characteristics associated with teachers’ ratings of prekindergartners’ relationships and behaviors. Journal of Psychoeducational Assessment, 24(4), 367–380. doi: 10.1177/0734282906290594
   Web of Science ®Google Scholar
• Ministry of Education. (2016). Statistical yearbook of education. Seoul: Ministry of Education.
   Google Scholar
• Ministry of Health & Welfare. (2015). National survey of child care. Seoul: Ministry of Health & Welfare.
   Google Scholar
• Ministry of Health & Welfare. (2016). Statistical report of child care. Seoul: Ministry of Health & Welfare.
   Google Scholar
• Moon, Y. K., & Choi, S. N. (2015). Teachers’ teaching efficacy on preschoolers’ peer interaction: Focusing on the mediating effect of teacher-child interaction. Korean Journal of Child Education and Care, 15(2), 1–20.
   Google Scholar
• Myer, S,S, & Pianta, R. (2008). Developmental commentary: Individual and contextual influences on student-teacher relationships and children’s early problem behavior. Journal of Clinical Child & Adolescent Psychology, 34(3), 267–283.
   Google Scholar
• OECD. (2015). OECD statistics. Retrieved from https://data.oecd.org/emp/hours-worked.htm
   Google Scholar
• Oh, O. S. (2014). The effects of occupational environmental factors on the efficacy of early childhood teachers: The mediating effects of occupational stress. Korea Journal of Child Care and Education, 89, 103–125.
   Google Scholar
• Park, E. (2009). The difference of teaching behavior and children’s play behaviors on teacher’s play teaching efficacy (Unpublished master’s thesis). the Graduate school of Duksung Women’s University.
   Google Scholar
• Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72(5), 1534–1553. doi: 10.1111/1467-8624.00364
   PubMed Web of Science ®Google Scholar
• Phillipsen, L., Burchinal, M., Howes, C., & Cryer, D. (1997). The prediction of process quality from structural features of child care. Early Childhood Research Quarterly, 12, 281–303. doi: 10.1016/S0885-2006(97)90004-1
   Web of Science ®Google Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. doi: 10.3758/BRM.40.3.879
   PubMed Web of Science ®Google Scholar
• Rimm-Kaufman, S. E., & Sawyer, B. F. (2004). Primary-grade teachers’ self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the responsive classroom approach. The Elementary School Journal, 104, 321–341. doi: 10.1086/499756
   Web of Science ®Google Scholar
• Rubin, K. H., Bukowski, W., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3. Social, emotional and personality development (pp. 571–534). Hoboken, NJ: Wiley.
   Google Scholar
• Ryan, A. M., Kuusinen, C. M., & Bedoya-Skoog, A. (2015). Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology, 41, 147–156. doi: 10.1016/j.cedpsych.2015.01.002
   Web of Science ®Google Scholar
• Ryu, Y. S. (2008). A study on level of kindergarten teachers’ efficacy. Korea Journal of Child Care and Education, 52, 43–62.
   Google Scholar
• Seo, S., & Park, J. (2016). The effect of teacher’s teaching-efficacy and classroom environment on peer-play interaction: Mediation effect of teacher-child interaction. Family and Environment Research, 54(3), 293–305. doi: 10.6115/fer.2016.023
   Google Scholar
• Shim, S. Y., & Lim, S. A. (2017). The relationship among teacher efficacy, teacher-child interaction, and peer play interaction: Mediation effect of child temperament. Korean Journal of Early Childhood Education, 37(4), 353–369. doi: 10.18023/kjece.2017.37.4.014
   Google Scholar
• Shin, N., Ahn, J., Lee, J., Song, S., & Kim, Y. (2008). Korean Children Panel Study 2008. Seoul: Korea Institute of Child Care and Education. Research Report 2008-08.
   Google Scholar
• Shin, H. Y., & Rhee, E. H. (2005). Effects of teachers’ job stress and belief of efficacy on the quality of teachers’ interaction behaviors in child care. Korean Journal of Child Studies, 26(5), 105–121.
   Google Scholar
• Suh, S.-W., & Park, J.-S. (2016). The effect of teacher’s teaching-efficacy and classroom environment on peer-play interaction: Mediation effect of teacher-child interaction. Family and Environment Research, 54(3), 293–305. doi: 10.6115/fer.2016.023
   Google Scholar
• Toran, M. (2017). Does sense of efficacy predict classroom management skills? An analysis of the pre-school teachers’ professional competency. Early Child Development and Care, 3, 1–13.
   Google Scholar
• Townley, K. F., Thornburg, K. R., & Crompton, D. (1991). Burnout in teachers of young children. Early Education and Development, 2, 197–204. doi: 10.1207/s15566935eed0203_2
   Google Scholar
• Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. doi: 10.3102/00346543068002202
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27, 751–761. doi: 10.1016/j.tate.2010.12.005
   Web of Science ®Google Scholar
• Vogel, C. A., Xue, Y., Moiduddin, E. M., Kisker, E. E., & Carlson, B. L. (2010). Early Head Start children in grade 5: Long-term follow-up of the early head start research and evaluation study sample (OPRE report #2011-8). Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U. S. Department of Health and Human Services.
   Google Scholar
• Whitebook, M. (2013). Preschool teaching at a crossroads. Employment Research, 20(3), 4–6. doi: 10.17848/1075-8445.20(3)-2
   Google Scholar
• Yoon, J. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality: An International Journal, 30(5), 485–493. doi: 10.2224/sbp.2002.30.5.485
   Web of Science ®Google Scholar
• Zan, B., & Donegan-Ritter, M. (2014). Reflecting, coaching and mentoring to enhance teacher-child interactions in Head Start classrooms. Early Childhood Education Journal, 42, 93–104. doi: 10.1007/s10643-013-0592-7
   Google Scholar
• Zee, M., de Jong, P., & Koomen, H. M. (2017). From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student-teacher relationship. Contemporary Educational Psychology, 51, 37–50. doi: 10.1016/j.cedpsych.2017.06.009
   Web of Science ®Google Scholar