The purpose of the study was to examine impact of early childhood teachers’ emotional intelligence, efficacy and psychological well-being levels on children’s academic and socio-emotional school readiness. Thirty-six teachers from twenty different kindergartens and 95 children (students) participated the study. The findings revealed the direct positive impact of teacher psychological well-being, and emotional intelligence on young children’s academic school readiness. Teachers’ psychological wellbeing played mediator role between teacher efficacy and children’s academic school readiness. Teacher efficacy and psychological well-being had a direct effect on young children’s social-emotional school readiness. Teacher’s emotional intelligence was not a significant predictor of children’s social-emotional school readiness. Although teacher efficacy, emotional intelligence and psychological well-being was related to each other only for academic school readiness teacher efficacy mediated by psychological well-being in other cases they acted independently.
Academic school readiness socio-emotional school readiness teacher efficiacy emotional intelligence psychological well-being
Birincil Dil | İngilizce |
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Konular | Yetişkin Eğitimi |
Bölüm | Makaleler |
Yazarlar | |
Erken Görünüm Tarihi | 7 Kasım 2023 |
Yayımlanma Tarihi | 7 Kasım 2023 |
Gönderilme Tarihi | 6 Haziran 2023 |
Yayımlandığı Sayı | Yıl 2024 Cilt: 8/1 |