유아교사의 교사협력과 교사효능감간의 관계에서 그릿의 매개효과

Abstract

The purpose of this study is to select teacher cooperation and grit as variables that affect early childhood teachers' teacher efficacy and to confirm the mediating role of grit in the relationship between teacher cooperation and teacher efficacy. For this purpose, data were collected using the ‘Teacher Cooperation Scale’, ‘Teacher Efficacy Scale’, and ‘Grit-O Scale’ targeting 241 early childhood teachers working at early childhood education institutions located in Seoul and Gyeonggi-do. The collected data were analyzed using the SPSS 24.0 program to analyze the mediating effect of grit in the relationship between teacher cooperation and teacher efficacy.
 As a result of the study, in the correlation between early childhood teachers' teacher cooperation, teacher efficacy, and grit, all three variables showed a significant positive correlation with each other. In addition, grit had a partial mediating effect in the relationship between early childhood teachers' teacher cooperation and teacher efficacy. This means that teacher cooperation affects teacher efficacy, and grit can contribute to this as a psychological competency. In order to improve the efficacy of early childhood teachers, efforts are needed to enhance grit through cooperative relationships with fellow teachers. To this end, various suggestions are discussed, such as policy guaranteeing opportunities and time to autonomously participate in teacher learning communities.