예비유아교사의 교수효능감이 교사핵심역량에 미치는 영향

Abstract

Objectives The purpose of this study is to investigate the effect of pre-service early childhood teachers' teaching efficacy on teaching core competencies, and at the same time to verify whether teaching motivation plays a mediating role in the relationship between the two variables.
 Methods To this end, 154 students of the department of early childhood education at a university located in Y-si, Gyeonggi-do were measured through self-report questionnaires to measure teaching efficacy as an independent variable, core teacher competency as a dependent variable, and teaching motivation as a mediating variable, and the collected data were analyzed using SPSS 25.0.
 Results As a result of the study, first, it was found that pre-service early childhood teachers' teaching efficacy and teaching motivation had a significant and positive effect on teacher core competencies. Looking at each sub-factor, it was found that two sub-factors of teaching efficacy, general teaching efficacy and personal teaching efficacy, and intellectual stimulation and spirit of altruism among the five sub-factors of teaching motivation had a significant effect on teacher core competency. Second, in the relationship between teaching efficacy and teacher core competencies of pre-service early childhood teachers, it was found that teaching motivation partially mediated. In other words, it can be seen that teaching motivation increases the static influence of teaching efficacy on teacher core competencies.
 Conclusions In the operation of the curriculum in teacher training institutions, it is necessary to support teachers' self-development and professional role performance through approaches from various aspects to clearly motivate the teaching profession.