The Effects of Childhood Experience on Teacher Sensitivity: A Mediational Effect of Self-Differentiation
AUTHOR : 박현순,서주현
INFORMATION : page. 17~40 / 2017 Vol.24 No.4
The purpose of this study was to investigate the effect of childhood experience and self-differentiation on
the teacher's sensitivity by verifying whether self-differentiation has a mediating effect on the teacher's
sensitivity. 198 child care teachers in Seoul and Gyeonggi-do self-reported measures regarding their
childhood experience of family of origin, self-differentiation and teacher's sensitivity. Data were analyzed
using regression analysis according to Baron & Kenny(1986)'s mediating effect validation procedure and
Sobel test was performed for statistical verification. The results of the study were as follows: First, each
variable showed a statistically significant correlations. Second, the childhood experiences of child care
teachers have an influence on teacher's sensitivity. Third, emotional discontinuation, emotional separation,
and triangulation moderated the effect of independence facilitation during childhood on teacher sensitivity.
The effect of acceptance on teacher sensitivity was moderated by emotional separation and triangulation.
The results of this study can be used as basic data for organizing contents of curriculum for child care
teachers or preliminary child care teachers to improve teacher-child relationships.