유아교사의 놀이민감성과 교사핵심역량의 관계에서 코칭역량의 매개효과

Abstract

Objectives The purpose of this study is to investigate the effect of play sensitivity and coaching competency required of early childhood teachers on core competencies and the mediating effect of coaching competency in the relationship between play sensitivity and core competency of early childhood teachers. Methods A questionnaire survey of 202 early childhood teachers in G city on play sensitivity, core competency and coaching competency was conducted and data were subjected to frequency, percentage, correlation analysis and mediated regression analysis. Results It was found that there was a correlation between early childhood teachers' play sensitivity, coaching competency, and teacher core competency. Early childhood teachers' play sensitivity was found to have a positive effect on coaching competency and teacher core competency, and coaching competency had a positive effect on teacher core competency. Early childhood teachers' coaching capabilities were found to play a partial mediating role in the relationship between play sensitivity and teacher core competencies. Conclusions In implementing the early childhood and play-centered Nuri curriculum, it is necessary to organize and operate various teacher training programs that can improve early childhood teachers' play sensitivity, coaching competency, and teacher core competencies to support quality play.