Study on Influence of Communication Ability and Early Childhood Teachers' Sense of Efficacy on Organizational Effectiveness of Child Care Centers
2017
Baek, S.A., Hwaseong Support Center for Childcare, Hwaseong, Republic of Korea | Song, S.M., University of Suwon, Suwon, Republic of Korea | Lee, Y.H., University of Suwon, Suwon, Republic of Korea
The purpose of this study was to investigate the relationships of early childhood teachers' communication ability, teacher efficacy, and organizational effectiveness of child care centers. The subjects of this study were 397 teachers working at child care centers. The results of this study were as follows. First, differences in the organization effectiveness of child care centers were detected according to teachers' age, career, type of child care center where they were affiliated, and marriage status. Second, the relative effects of the teachers' communication ability and teacher efficacy on the organizational effectiveness of early-childhood educational institutions differed significantly according to each sub-factor; teachers' communication ability's sub-factors - response, analysis, and evaluation - and teacher efficacy's sub-factors - general efficacy and personal efficacy - had partial effects on the organizational effectiveness of child care centers. Of these, personal efficacy had the greatest effects on all sub-factors of organizational effectiveness. This study is significant since it identifies the variables that could affect the organizational effectiveness of child care centers.
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