원장의 리더십 유형이 유아교사의 놀이지원 효능감에 미치는 영향

Abstract

This study attempted to investigate the mediating effect of early childhood teacher's empowerment in the effect of the principal's leadership type on the play support effectiveness of early childhood teachers. The subjects of this study included a total of 209 early childhood teachers. The collected data were frequency analysis, reliability analysis, descriptive statistical analysis, correlation analysis, and path analysis using SPSS 26.0 and AMOS 26.0 programs. As a major result, first, there was a significant positive correlation between the director's leadership, the empowerment of early childhood teachers, and the effectiveness of play support. Second, the director's directive leadership had a direct negative effect on early childhood teachers' sense of play support efficacy. Persuasive leadership had a direct effect on early childhood teachers' play support efficacy and an indirect effect through empowerment. Delegated leadership showed an indirect effect on early childhood teachers' sense of play support efficacy through the mediation of early childhood teachers' empowerment. In other words, the partial mediating effect of empowerment was shown in the effect of the director's persuasive leadership on the early childhood teacher's play support efficacy, and the full mediating effect of empowerment was shown in the effect of the delegated leadership on the early childhood teacher's play support efficacy. In conclusion, these results suggest that in order to increase the play support effectiveness of early childhood teachers, an approach effort is needed to understand that the role of early childhood teacher's empowerment varies for each type of leadership of the principal.