유아교사에 대한 사회적 지지가 놀이교수효능감에 미치는 영향

Abstract

Teachers' self-efficacy, namely teachers' beliefs in their ability to effectively handle the tasks, obligations, and challenges related to their professional activity, plays a key role in influencing important outcomes in students and well-being in the working environment. The purpose of this study was to examine the effect of social support on teachers' teaching efficacy about play, and to investigate whether ideation plays a mediating role for teachers in early childhood education. For this purpose, SEM structural model analysis was conducted based on the data of 622 early childhood teachers in Seoul, Gyeonggi province and Incheon, Korea. The results of this study are as follows. First, social support for early childhood teachers had a positive effect on ideation and teachers' teaching efficacy about play. and ideation also had a positive effect on teachers' teaching efficacy about play. Second, ideation was found to mediate the relationship between social support and teaching efficacy about play for early childhood teachers. As a result, ideation was influenced by the sociocultural environment to which the teacher belongs, and that teachers who receive positive social support demonstrate effective strategies for play and learning through ideas. This study presents implications for the socio-cultural impact of social support for early childhood teachers on individual teachers and the educational field.