어린이집 원장의 서번트 리더십과 교사의 놀이지원 역량의 관계에서 교사 전문성의 매개효과

Abstract

Objectives The purpose of this study was to examine the mediating effect of teacher’s professionalism on the relation between daycare center director’s servant leadership and teacher’s play support competency.
 Methods Two hundred fifty teachers from Chung-buk, Chung-nam and Seoul participated in this study. Collected data was analyzed using SPSS version 21.0 program for frequency, description analysis and correlation analysis. AMOS version 23.0 program was used for structural equation analysis. Bootstrapping was performed to analyze mediating effect of teacher’s professionalism on the relation between director’s servant leadership and teacher’s play support competency.
 Results There is the positive correlation among the variables. director’s servant leadership has a negative influence on teacher’s play support competency but has a positive influence on the teacher professionalism. Teacher professionalism has a positive influence on the teacher’s play support competency. the mediating effect of teacher professionalism on the relation between the director’s servant leadership and the teacher’s play support competency has verified.
 Conclusions The results of this study verified that the most important element for teacher’s play support competency is improving teacher’s professionalism. This result have a evidence for directionality. The key element for the play-centered curriculum is supporting teachers to improve their professionalism when the director managing a daycare center using the servant leadership approach.