본 연구의 목적은 반일제와 종일제 유아의 정서지능과 리더십의 관계를 살펴보는데 있다. 본 연구는 유아 279명을 대상으로 이루어졌으며, 이 중 반일제 유아는 138명, 종일제 유아는 141명이었다. 본 연구결과는 다음과 같다. 첫째, 반일제와 종일제 유아의 정서지능의 차이를 살펴 본 결과, 반일제 유아의 정서지능의 평균이 종일제 유아의 정서지능의 평균보다 높았으며, 통계적으로 유의미한 차이가 있는 것으로 나타났다. 둘째, 반일제 유아의 리더십 평균이 종일제 유아의 리더십 평균보다 높았고 이들 간에는 통계적으로 유의미한 차이가 있는 것으로 나타났다. 셋째, 반일제 유아의 정서지능과 리더십 간에는 높은 상관관계가 있었으며, 리더십 전체에 대해 정서지능의 하위변인 중 자기정서의 이용, 또래와의 관계, 자기정서의 인식과 표현, 그리고 타인정서의 인식 및 배려가 리더십을 설명하는 변인으로 나타났다. 그리고 종일제 유아의 정서지능과 리더십 역시 높은 상관을 나타냈다. 유아 정서지능의 하위변인 중 자기정서의 이용, 자기정서의 인식 및 표현, 또래관계는 유아의 리더십 전체를 설명하는 유의미한 변인으로 나타났다.

The purpose of this study was to examine the relationship between preschool children’s emotional intelligence and their leadership in a half-day program and full-day program. Subjects were 279 preschool children who were composed of 138 half-day program children and 141 full-day program children. The collected data were analyzed by using t-test, Pearson’s correlation, and multiple regression. The major results of this study were as follows: First, half-day program children showed higher emotional intelligence than full-day program children. Second, half-day program children showed higher leadership than full-day program children. Third, there were significant correlations between children’s emotional intelligence and leadership in both the half-day program and the full-day program. In the half-day program, utilization of emotion, relationship with peers, appraisal and expression of self emotion, and empathy were predictable variables of children’s leadership. In the full-day program, utilization of emotion, appraisal and expression of self emotion, and relationship with peers were predictors of children’s leadership.

The purpose of this study was to examine the relationship between preschool children’s emotional intelligence and their leadership in a half-day program and full-day program. Subjects were 279 preschool children who were composed of 138 half-day program children and 141 full-day program children. The collected data were analyzed by using t-test, Pearson’s correlation, and multiple regression. The major results of this study were as follows: First, half-day program children showed higher emotional intelligence than full-day program children. Second, half-day program children showed higher leadership than full-day program children. Third, there were significant correlations between children’s emotional intelligence and leadership in both the half-day program and the full-day program. In the half-day program, utilization of emotion, relationship with peers, appraisal and expression of self emotion, and empathy were predictable variables of children’s leadership. In the full-day program, utilization of emotion, appraisal and expression of self emotion, and relationship with peers were predictors of children’s leadership.

preschool children, half-day program, full-day program, emotional intelligence, leadership