유치원 교사의 놀이전문성과 놀이지원효능감의 관계에서 자율성의 매개효과

Abstract

Objectives The purpose of this study were to examine the mediating effect of autonomy in the relationship be-tween kindergarten teachers' play based professionalism and play support efficacy. Methods A questionnaire consisting of play based professionalism, autonomy, and play support efficacy scales was distributed and collected to 259 teachers at public and private kindergartens in the Busan and Gyeongnam regions. Descriptive statistics and correlation analysis were performed on the collected data using SPSS 23.0. In addition, the mediation effect was verified using Hayes's (2013) PROCESS macro v.4.2 (model 4), and the sig-nificance of the mediation effect was examined through bootstrapping. Results Kindergarten teachers' perceptions of play based professionalism, autonomy, and play support efficacy were generally high, with averages above 4.00, and there appeared to be a significant positive correlation between the variables. Kindergarten teachers' play based professionalism was found to have a positive effect on autonomy and play support efficacy, and Kindergarten teachers' autonomy had a positive effect on play support efficacy. Autonomy was found to have a partial mediating effect in the relationship between play based professionalism and play support efficacy of kindergarten teachers. Conclusions This suggests that in order to increase kindergarten teachers' play support efficacy, teachers' au-tonomy should be guaranteed along with efforts to increase play based professionalism.