The purpose of this study is to improve the quality of teacher-children interactions by analyzing the effects of teachers’ happiness and empathy on teacher-children interactions focusing on the mediating effects of teachers’ attachment. Data were collected through self-report type questionnaires from 365 teachers in 23 kindergartens and 21 child care centers. Teachers were asked to measure their happiness using the questionnaire adapted by Lee (2014) from the Happiness Scale (Ryff, 1989), and their empathy using the questionnaire adapted by Park (2015) from the Interpersonal Reactivity Index Scale (Davis, 1980), and toddler-teacher interactions using the questionnaire adapted by Lee (2003) from the Assessment Profile for Early Childhood Program, and their attachment using the questionnaire adapted by Kim (2014) from Experiences in Close Relationships Scale-Revised (Clark & Shaver, 1998). For data analysis, Pearson's Correlation, Multiple Regression Analysis and Hierarchical Regression Analysis were performed using the SPSS-WIN 23.0 Program.
The results from these analyses are as follows. First, there existed correlations among the four variables (teachers’ happiness, teachers’ empathy, teacher-children interactions, teachers’ attachment), either positive or negative. From the sub-factors of four variables which showed meaningful correlations in general, four pairs, that is, between cognitive empathy and avoidance attachment, between verbal interaction and avoidance attachment, between self-acceptance and emotional empathy, and between behavioral interaction and positive interpersonal relationship, showed no correlations. The variable of teachers’ attachment showed negative correlations with the other 3 variables. Second, teachers’ happiness and empathy showed to have especially meaningful effects on teacher-children interactions when came together, that is, when teachers were both happy and empathetic. Third, teachers’ attachment showed to have no mediating effects on these relationships. Based on the above results, it can be suggested that the quality of teacher-children interactions would be significantly improved when training programs which enhance teachers’ happiness and empathy are provided institutionally.
