1Department of Early Childhood Education, Koje College 2Department of Early Childhood Education, Gwang Yang Health College
Corresponding Author:
Rari An ,Tel: +82-61-760-1472 , Fax: +82-61-763-9009, Email: rarian@hanmail.net
Received: August 31, 2010; Revised: September 7, 2010 Accepted: November 19, 2010.
ABSTRACT
This study was designed to examine the effect of five years old boys' and girls' self-concept and leadership on the teacher-child relationship. The participants were 51 boys and 64 girls who were five years old in Jeonrabukdo. The results were as follows. First, in the case of the boys, there was significant relationship between their self concept of language, the parent relationship and an intimate teacher-child relationship. The self-concept of body and the teacher-child relationship of conflict were positively correlated. In the case of the girls, there were significant relationships between the self concept of body, language, the parent relationship, friends' relationship and the general and intimate teacher-child self-concept. The self-concept of mathematics and conflictive teacher-child relation were positively correlated. Second, there were significant relationships among the sub variable of leadership and an intimate teacher-child relationship. However, prosocial leadership, directedness and a conflictive teacher-child relationship were negatively correlated in the case of the boys. Third, the teacher-child relationship was affected by leadership more than the self concept, and prosocial leadership was highly related in boys and girls.
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