보육교사가 지각한 사회적 지지와 교사-영유아 상호작용의 관계에서 전문성 인식의 매개효과

Abstract

Objectives The purpose of this study is to investigate the mediating role of professional perception in the relationship between social support and teacher-child interaction.
 Methods To this end, a survey was conducted on childcare teachers working at daycare centers in the J area. For the collected data, frequency, percentage, mean and standard deviation were calculated using the SPSS 24.0 statistical program, and correlation and mediation analysis were performed.
 Results The results of the study were as follows: First, the relationship between social support, professional perception, and teacher-child interaction showed significant static correlations between all variables. Second, the mediating effect of professional perception in the relationship between social support and teacher-child interaction was examined, and it was found that it plays a partial mediating role.
 Conclusions This study found that professional perception has a partially mediated effect on the relationship between social support and teacher-child interaction. Based on the results of the study, we discussed the interest in professional perception as a mediating factor linking social support and teacher-child interaction, and ways to promote social support and professional perception to improve the quality of teacher-child interaction.