The purpose of this study was to investigate differences in self-leadership and job involvement based on the education levels, majors, and teaching experiences of multicultural family home-visit instructors and the influence of self-leadership on job involvement. Methods: 668 home-visit instructors participated in the online survey from 140 multicultural family support centers in Seoul, 6 metropolitan cities, 9 provinces, and other cities and counties. Data were analyzed through frequency, percentages, Pearson's correlations, one-way ANOVA, Scheffé post-hoc test, and stepwise multi-regression using SPSS 21.0. Results: The main findings are as follows. First, instructors who were high school graduates had significantly higher scores in self-leadership than the other groups. There was only a significant difference in self-reward of self-leadership based on their majors. There were no significant differences in job involvement based on the education level and major. The greater their homevisit teaching experiences, the higher their scores in self-leadership and job involvement. Second, the stepwise multiple regression model showed that self-expectation, self-goal setting, constructive thinking, and rehearsal of self-leadership explained 49% of the total variance in job involvement. Conclusion: Even though the high school graduates had significantly higher scores in selfexpectation, rehearsal, and constructive thinking of self-leadership than the other groups, overgeneralization should be avoided because the sample size was relatively small. Based on the finding that greater home-visit teaching experiences was associated with higher self-leadership and job involvement, it would be necessary to improve working condition to prevent instructors from changing jobs. These findings stress the importance of providing opportunities for home-visit instructors to develop leadership, thus improving job involvement.
Objectives: This study aimed to examine the effects of playfulness of early childhood teachers on their interaction with children in the early childhood stage, and to verify the mediating effects of teachers' positive play beliefs on the relationship between them. Methods: Using the questionnaire survey method targeting 269 early childhood teachers, this study aimed to measure the playfulness and positive play beliefs of early childhood teachers, and examine their effects on the interaction between the teacher and young children. The mediating effects were analyzed by applying the structural equation model using SPSS 21.0 and SPSS Amos 21.0, as well as the bootstrapping method. Results: With the mediation of positive play beliefs, playfulness of early childhood teachers was shown to have significant indirect effects on the emotional, linguistic, and behavioral interaction between teacher and young children. Conclusion: The playfulness of early childhood teachers not only has direct effects on the interaction between teacher and children in the early childhood stage, but also has indirect effects on it with the mediation of positive play belief. It is therefore important for early childhood teachers to possess positive play beliefs by internalizing the value and importance of play based on their own playfulness.
Objectives: To investigate the effects of humor styles used by parents toward their children on the latter's emotion regulation competence, and the role of parents' warm parenting style in their relationships. Methods: The parents' humor style and warm parenting behavior and their children's emotion regulation competence were measured in 153 children aged 5-6 years, attending child care centers and kindergartens located in Seoul and Gyeong-gi regions, along with their parents, totaling to 459 participants. The collected data were analyzed using factor analysis, multiple regression analysis, and regression mediation analysis, with SPSS 21.0 program. Results: First, if the father used more social humor, or if the mother used more social and selfenhancing humor, the child was more likely to have high emotion regulation competence. Second, the parents using more social and self-enhancing humors and mothers using more aggressive humor were more likely to show warm parenting behavior. Third, the warm parenting behavior of the mother mediates the positive effect of her social and self-enhancing humor on her child's emotion regulation competence. Conclusions: The frequent use of social and self-enhancing humor by parents means that they express their own emotion after regulating it positively. The infants adaptively regulate their own emotions by learning the regulated emotions of their parents. In addition, this result suggests that mother's parenting behaviors are more influential on the child's development than father's parenting behaviors, despite women's active advancement into society and change in values of child-rearing.
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