유아교사의 사회인지적 마음챙김이 창의성에 미치는 영향: 감정지능과 인지적 유연성의 순차적 매개효과 검증을 중심으로

Abstract

The purpose of this study is to verify the sequential mediating effects of emotional intelligence and cognitive flexibility on the relationship between early childhood teachers' socio- cognitive mindfulness and creativity to examine individual internal factors that affect the creativity of early childhood teachers. For the purpose of this study, a survey was conducted targeting 225 homeroom teachers working in daycare centers and kindergartens located across the country. For the collected data, the frequency, percentage, mean, standard deviation were calculated and the relationships among the major variables were examined through a Pearson's moment correlation coefficient analysis. The main findings are as follows. First, the level of socio-cognitive mindfulness, emotional intelligence, cognitive flexibility and creativity of the participants in the study were all above usual. Second, it was found that emotional intelligence and cognitive flexibility were sequential partial mediating effects on the individual impacts of socio-cognitive mindfulness on creativity. These results recall the importance of early childhood teachers' creativity and provide basic data on how to improve early childhood teachers' creativity, which was found to be insufficient. In addition, in research on socio-cognitive mindfulness, emotional intelligence, and cognitive flexibility, which are factors that affect the creativity of early childhood teachers, is of great academic significance in that this study provides basic data on antecedent factors that help early childhood teachers address various situations or solve a range of problems.