Indian Journal of Science and Technology
Year: 2016, Volume: 9, Issue: 44, Pages: 1-4
Hae-Jung Lee1 , Jeong-Jin Youn2* and Seung-HwaJwa3
1Early Childhood Education, Busan Women College, Korea; [email protected] 2Early Childhood Education, Tongmyoung University, Korea; [email protected] 3Early Childhood Education, Dong-Eui Institute of Technology, Korea; [email protected]
*Author for correspondence
Early Childhood Education, Tongmyoung University, Korea; [email protected]
Objectives: To investigate the effects of character strengths and anger control on teaching professionalism of pre-service early childhood teachers. Methods/Statistical Analysis: Three hundred and sixty one college students majoring in early childhood education responded to three different questionnaires. Data were statistically analyzed using correlation and regression. Findings: The results of the study were as follows. First, we found correlation between subcategories of each variable of character strengths and teaching professionalism. Especially, the relationship between self-esteem and professional participation in teaching professionalism was statistically significant. Second, in examining interaction effect of anger control on character strengths and teaching professionalism, we found statistically significant interaction effect of anger control. In detail, interaction between two subcategories of humanity and anger control influenced the degree of self-esteem. Improvements/Applications: These findings suggest that the variables of character strengths and anger control were useful predictors of teaching professionalism of preservice early childhood teachers. Thus, it is necessary to develop intervention programs for enhancing character strengths and anger control in the level of teacher training program to improve teaching professionalism of preservice early childhood teachers.
Keywords: Anger Control, Character Strengths, Preservice Early Childhood Teachers, Teaching Professionalism
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