Purpose: This study examined the mediating and moderating effects of multicultural efficacy in the relationship between cultural empathy and cultural competence in child care teachers. Methods: A cross-sectional descriptive survey design was used. The participants were 277 child care teachers at private and public daycare centers in G and S districts of Seoul. The survey instruments included a cultural empathy questionnaire, a multicultural efficacy scale, and a cultural competence scale. Data were analyzed using the SPSS and AMOS programs. For data analysis, descriptive statistics, correlation, and mediating and moderating effect analyses were performed. Bootstrapping was implemented to verify the mediating effect of the model developed herein. Results: Positive correlations among cultural empathy, multicultural efficacy, and cultural competence were noted. Multicultural efficacy showed a significant mediating effect on the relationships between cultural empathy and cultural competence. However, there was no moderating effect. Conclusion: In order to enhance the cultural competence of child care teachers, it is necessary to develop a strategy that can promote their cultural empathy and multicultural efficacy. Furthermore, these results will ultimately enhance the role of child care teachers, thus contributing to the normal growth and development of multicultural children.
|Translated title of the contribution
|Mediating and moderating effects of multicultural efficacy in the relationship between cultural empathy and cultural competence in child care teachers
|Number of pages
|Child Health Nursing Research
|Published - 2019 Apr 1
Bibliographical noteFunding Information:
*This study was supported by Guro-gu and Seongbuk-gu Support Center for Child Care in Seoul.
© 2019 Korean Academy of Child Health Nursing.
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health