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.

Citations

• Exploring empathy and multicultural acceptance: How Korean adolescents' multicultural experiences shape their intentions for inclusive behavior
  Youn Kyung Woo, JeeEun Karin Nam, Changmin Keum
  International Journal of Intercultural Relations.2026; 111: 102358.     CrossRef
• Enhancing nursing students’ cross-cultural competence: The impact of a design thinking-based multicultural education program
  Do Young Lee, Im Sun Seo
  The Journal of Korean Academic Society of Nursing .2025; 31(3): 280.     CrossRef