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Journal of Early Intervention
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Contributing Factors to South Korean Early Childhood Educators' Strategies for Addressing Children's Challenging Behaviors

Yeon Ha Kim

University of Missouri

Melissa Stormont

University of Missouri, stormontm{at}missouri.edu

Linda Espinosa

University of Missouri

Early childhood educators should be prepared to intervene when children demonstrate challenging behaviors. Researchers have reported many factors that may influence teachers' behavior management strategies. The primary purpose of this study was to investigate the relationships among specific program, teacher, and child factors and teachers' strategies for addressing young children's challenging behaviors. The second purpose of this study was to determine if the factors identified by researchers with young children and their teachers in the United States extends to teachers and young children in South Korea. The participants in this study included a sample of 236 preschool and child care center teachers serving children in South Korea. To measure teachers' reported strategies for addressing challenging behaviors, we developed the Teacher Strategy Questionnaire (TSQ). Findings from this study indicated that program, teacher, and child factors contributed to teachers' strategies for addressing challenging behaviors. Specifically, teachers' beliefs regarding developmentally appropriate practices, center level support, and severity of children's challenging behaviors were associated with reported strategies for addressing problem behaviors.

Key Words: preschool • challenging behaviors • teacher

Journal of Early Intervention, Vol. 31, No. 3, 227-249 (2009)
DOI: 10.1177/1053815109338946
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