영유아교사의 미디어 리터러시가 기관의 창의적 역량을 매개로 교수창의성에 미치는 영향

Abstract

The purpose of this study is to investigate the impact of media literacy of early childhood teachers, which is a personal variable of teachers, on teaching creativity and also to examine the mediating effect of creative competency of institutions, which is an environmental variable. The research involved the total of 311 early childhood teachers from daycare centers and kindergartens in both Seoul and Gyeonggi Province. The key findings from the research study are summarized below: First, significant differences in media literacy were observed based on age, highest level of education, and years of experience among early childhood teachers. Teaching creativity exhibited variations depending on the highest level of education and position. Second, it was confirmed that media literacy, teaching creativity and creative competency of institutions had a significant positive correlation overall. Third, early childhood teachers’ media literacy was found to exert both direct and indirect influences on teaching creativity. The study revealed that the creative competency of educational institutions acted as a partial mediator in the relationship between media literacy and teaching creativity. In conclusion, it was confirmed that the improvement of early childhood teachers' media literacy could have a positive effect as a way to improve teaching creativity, which emphasizes a way to improve the creative competency of the institution should be sought.