The purpose of this study is to explore the effects of pre-service early childhood teacher’s teaching aptitude-personality and self-esteem on their self-concept. For this purpose, 288 college students participated in this study. The participants completed questionnaires assessing their perception of teaching aptitude and personality, self-esteem, and self-concept. The quantitative data were collected and were analyzed by conducting descriptive statistics and multiple regression. The main results of the study are as follows: First, the self-concept of pre-service early childhood teachers was positively affected by the general self-esteem, the social self-peers, the psychological separation, and the personal interests. Second, the general self-esteem and the school-academic were significant variables to predict the self-acceptance; The general self-esteem and the service-self sacrifice were significant variables to predict the self-concept on profession or social position; The general self-esteem and the social self-peers were significant variables to predict the view on children as the sub-factors of teachers’ self concept. Third, the social self-peers affects on all areas of self-concept. Forth, the general self-esteem was a significant variable to predict the all of the sub-factors of teachers’ self concept excepts for the view on children. The view on children was mainly affected by the psychological separation variable. Other considerations are discussed in detail.
Seonyoung Jang (Thu,) studied this question.