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<p>This study examined the psychological profiles of Korean early childhood teachers and their associations with organizational culture and classroom practice. Using data from the TALIS 2018, a latent profile analysis (LPA) identified distinct profiles based on teachers’ self-efficacy, job stress, and job satisfaction. Sampling weights and center-level clustering were accounted for in all analyses to address the complex survey design. Grounded in Social Cognitive Theory and the Job Demands-Resources model, a three-step approach was employed to test predictors (peer interaction, director leadership, and professional development support) and an outcome variable (teacher–child interaction quality). A three-profile solution—low, moderate, and high self-efficacy—best fit the data. Self-efficacy was the key factor differentiating profiles, while job stress and job satisfaction showed limited variability across profiles. Teachers in the high self-efficacy profile demonstrated significantly higher-quality interactions with children. These findings highlight self-efficacy as a critical cognitive correlate of process quality among Korean early childhood teachers and suggest the importance of fostering professional learning communities to facilitate vicarious learning and social persuasion.</p>

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Self-efficacy as a core determinant of process quality: a latent profile analysis of Korean early childhood teachers

  • 期刊论文

  • 发表日期：

    2026年6月26日

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  • Sukkyung You,
  • Unkyung No,
  • Misook Yoo

摘要

This study examined the psychological profiles of Korean early childhood teachers and their associations with organizational culture and classroom practice. Using data from the TALIS 2018, a latent profile analysis (LPA) identified distinct profiles based on teachers’ self-efficacy, job stress, and job satisfaction. Sampling weights and center-level clustering were accounted for in all analyses to address the complex survey design. Grounded in Social Cognitive Theory and the Job Demands-Resources model, a three-step approach was employed to test predictors (peer interaction, director leadership, and professional development support) and an outcome variable (teacher–child interaction quality). A three-profile solution—low, moderate, and high self-efficacy—best fit the data. Self-efficacy was the key factor differentiating profiles, while job stress and job satisfaction showed limited variability across profiles. Teachers in the high self-efficacy profile demonstrated significantly higher-quality interactions with children. These findings highlight self-efficacy as a critical cognitive correlate of process quality among Korean early childhood teachers and suggest the importance of fostering professional learning communities to facilitate vicarious learning and social persuasion.