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Objectives The purpose of this study is to investigate the mediating role of teacher efficacy in the relationship between self-resilience of childcare teachers and teacher-child interaction. Methods To this end, a survey was conducted on 258 childcare teachers working at daycare centers in J area. For the collected data, frequency and percentage, mean and standard deviation were calculated using the SPSS 24.0 statistical program, and correlation analysis and mediating analysis were performed. Results First, as a result of analyzing the correlation between self-resilience, teacher efficacy, and teacher-child interaction of childcare teachers, it was found that there was a significant positive correlation between each variable. Second, as a result of verifying the mediating effect of teacher efficacy in the relationship between self-resilience of childcare teachers and teacher-infant interaction, it was found to play a partial mediating role. Conclusions In this study, it was confirmed that teacher efficacy had a partial mediating effect in the relationship between self-resilience of childcare teachers and teacher-child interaction. Based on the research results, interest in teacher efficacy and measures to improve the quality of teacher-child interaction were discussed as mediating factors linking self-resilience and teacher-child interaction.
Lee et al. (Sun,) studied this question.