The Impact of Psychological Empowerment and Organizational Culture on the Early Childhood Teacher-Parent Partnerships in South Korea.

CORPORATE culture; STATISTICAL correlation; DEVELOPMENTAL psychology; INTERPERSONAL relations; INTERPROFESSIONAL relations; PARENTS; QUESTIONNAIRES; SCALE analysis (Psychology); SELF-efficacy; STATISTICS; T-test (Statistics); TEACHERS; DATA analysis

The purpose of this study was to examine the impact of psychological empowerment and organizational culture on the cooperation between teachers and parents of young children. The participants were 438 teachers working in early childhood education institutions in South Korea. Likert questionnaires were used to examine the teachers' perceptions on their psychological empowerment, organizational culture of their institutions, and their partnerships with parents. The study found that the older the teachers were, the longer their careers were, the longer they worked at their current institutions, and the younger the children they took care of were, the better partnerships with parents the teachers perceived to have. When teachers reported high levels of psychological empowerment or were more likely to see their organizational culture as a group, developmental, and hierarchical culture, they tended to perceive their partnerships with parents positively. Last, psychological empowerment and organizational culture predicted teacher--parent partnerships uniquely after controlling for teachers' demographic backgrounds. [ABSTRACT FROM AUTHOR]

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