ABSTRACT

The purpose of this study was to investigate the relationships between teachers’ observed quality of instruction and factors related to problem behaviors occurring in classrooms. This question was also posed: can certain factors, which previous research has shown to positively affect quality of instruction, predict an observable quality of instruction? Participants in this study were 31 teachers and their students in 17 preschools and daycare centers in South Korea. Teachers’ quality of instruction and children’s challenging behaviors were observed during large group time, small group time and transition time. Data were analyzed using hierarchical regressions. According to the results of this study, a strong negative association between quality of instruction and severity of problem behaviors can be ascertained indeed the severity of problem behaviors was a powerful predictor of quality of instruction. However, the availability of consultation with specialists regarding addressing children’s problem behaviors had a positive association with quality of instruction. Thus, the availability of consultation with specialists also predicted the quality of instruction.

KEYWORD

문제행동(behavioral Problems)문제행동 유아(children with behavioral problems) 수업의 질(quality of Instruction)교사-유아 상호작용(teacher-child interaction)

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