Emotional Competencies of Preschool Teachers as Predictors of Intergenerational Learning in Kindergarten

Abstract

The study investigates the emotional competencies of preschool teachers and intergenerational learning in preschool institutions. In this quantitative empirical research study, which utilizes both descriptive and regression analysis, our primary objective was to investigate how well preschool teachers' emotional competencies predict their ability to facilitate intergenerational learning within Slovenian preschool institutions. The survey and scaling techniques used in this study were conducted online and involved two distinct surveys, each employing a five-point Likert scale known for its reliability. The study included a total of 110 participants who were preschool teachers from the Republic of Slovenia. A standard form of multiple regression analysis was used to determine which of the educators' emotional competencies predict the factors of intergenerational cooperation and learning in the preschool institution. The results of the study through three regression models, indicate the existence of predictions of some emotional competencies of preschool teachers (adaptability and emotionally-based communication) for intergenerational learning in kindergarten.