보육교사의 교수창의성과 창의적 교수효능감이 놀이중심 교육과정 실행역량에 미치는 영향

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Objectives This study examines the structural relationships among childcare teachers’ instructional creativity, creative teaching efficacy, and their ability to implement a play-based curriculum. In addition, the research inves tigates the mediating role of creative teaching efficacy in the relationship between instructional creativity and the application of a play-based curriculum. Methods A survey instrument was used to analyze childcare teachers' teaching creativity, creative teaching effi cacy, and ability to implement curriculum during play among 215 childcare teachers with experience teaching tod dler classes in daycare centers in Chungcheongbuk-do. The data analysis was conducted using SPSS 21.0 and AMOS 23.0, incorporating descriptive statistics, frequency analysis, correlation analysis, and structural equation modeling. Moreover, the mediating effect of creative teaching efficacy on the relationship between instructional creativity and the implementation capacity of a play-based curriculum was examined through bootstrapping techniques. Results First, an analysis of the structural relationships among childcare teachers’ instructional creativity, creative teaching efficacy, and their competence in implementing a play-based curriculum showed that both instructional creativity and creative teaching efficacy positively influence the implementation capacity. Second, the examina tion of the mediating effect of creative teaching efficacy between instructional creativity and the implementation capacity of a play-based curriculum indicated that creative teaching efficacy functions as a significant mediator. This partial mediating effect established both the direct influence of instructional creativity on the implementation capacity and the indirect effect mediated by creative teaching efficacy. Conclusions This study suggests that childcare teachers’ instructional creativity and creative teaching efficacy must be preceded in order to their ability to implement a play-based curriculum execution capabilities, and that it is necessary to improve childcare teachers’ play-oriented curriculum execution capabilities and seek an envi ronment in which teachers can demonstrate instructional creativity and creative teaching efficacy.