Relationship between early childhood teachers' perceived parenting, coping flexibility, and teacher efficacy: a comparison between Korea and China

초록

This study examines the relationship between parenting, coping flexibility, and teacher efficacy as perceived by early childhood teachers in Korea and China. Although Korea and China belong to the same cultural sphere, they have distinct characteristics, and the utilisation and importance of early childhood education is increasing in both countries A hypothesised mediation model was tested using structural equation modelling (SEM), in which coping flexibility was proposed to mediate the relationship between parenting and teacher efficacy. A total of 656 early childhood teachers-329 from Korea and 327 from China-participated in the study through convenience sampling. Data were collected via an online survey comprising validated instruments measuring parenting style, coping flexibility, and teacher efficacy. The main findings of the study state that Chinese teachers perceived parenting as being more affectionate and autonomous than Korean teachers and exhibited higher levels of coping flexibility and teacher efficacy. The relationship between parenting and teacher efficacy as perceived by early childhood teachers was mediated by coping flexibility, but this relationship varied depending on the teachers' nationality. These differences have been discussed in relation to the policies, culture, and collectivism in Korea and China.

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