Structural Relationships Among Young Children Teachers Religiosity, Emotional Expressivity, Teacher Efficacy, and Class Communication Skills

ABSTRACT

The aim of this study was to examine the structural relationships among young children teachers religiosity, emotional expressivity, teacher efficacy, and class communication skills. The subjects of this study were 219 teachers who worked in kindergartens and daycare centers of Seoul, Gyeounggi-Do, Gyeoungsang-Do. The results of this study were as follows. First, there were significant positive correlations among young children teachers religiosity, emotional expressivity, teacher efficacy, and class communication skills respectively(r=.21, p<.01~r=37, p<.001). Second, there was a significant effects of young children teachers intrinsic religiosity of on their emotional expressivity(β=.24, t=2.25, p<.05) and teacher efficacy(β=.30, t=3.20, p<.01) respectively. There was a significant effects of young children teachers emotional expressivity on their teacher efficacy(β=.45, t=5.59, p<.001). And there was a significant effects of young children teachers teacher efficacy on their class communication skills(β=.82, t=10.26, p<.001).