유아교사의 놀이신념과 교수창의성이 놀이교수효능감에 미치는 영향

Abstract

Objectives The purposes of this study is to investigate the effect of early childhood teachers’ play beliefs and instructional creativity on their play teaching efficacy.
 Methods This research was conducted with 284 early childhood teachers at the early childhood educational institutions located in G City. The play beliefs scale, the instructional creativity scale, and the play teaching efficacy scale for early child hood teachers were responded by the teachers. The collected data were analyzed by using the Jamovi Statistical Program.
 Results First, both early childhood teachers’ play beliefs and instructional creativity showed significant correlations with their play teaching efficacy. Second, the early childhood teachers’ play beliefs explained 30% and their instructional creativity did about 52% of their play teaching efficacy. Third, based on analysis of relative effects of the teachers’ play beliefs and instructional creativity on their play teaching efficacy, the play teaching efficacy were explained 46% by cognitive instructional creativity, 7% by affective instructional creativity, and 3% by the positive play beliefs.
 Conclusions The instructional creativity and positive play belief were the major factors that explained the play teaching efficacy. Especially the teachers’ cognitive instructional creativity had much greater effect on their play teaching efficacy than other factors did.