Abstract
Objectives The purpose of this study is to identify the level of play teaching efficacy, happiness, and playfulness of pre-service early childhood teachers, and to investigate the effect of teaching efficacy on happiness and playfulness.
 Methods According to the purpose of the study, a survey was conducted to find out the level of play teaching efficacy, happiness, and playfulness among 144 students attending early childhood education departments at four-year universities in Seoul and Gyeonggi.
 Results Pre-service early childhood teachers' play-teaching efficacy, happiness, and playfulness appeared to be above average, and there was a positive correlation between play-teaching efficacy, happiness, and playfulness. In addition, pre-service early childhood teachers' teaching efficacy was found to have a positive effect on their happiness and playfulness.
 Conclusions According to the results of this study, a curriculum that can enhance pre-service early childhood teachers' sense of play teaching efficacy should be provided. In addition, it suggests that teacher support training should be provided to enhance happiness and playfulness of teachers through play teaching efficacy.
Published Version
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