유아교사가 인식한 원장의 교육보육과정 지도와 교사의 교수창의성이 교사의 놀이지원역량에 미치는 영향

Abstract

The purpose of this study is to analyze how kindergarten principals’ guidance for curriculum and early childhood teachers’ teaching creativity affect early childhood teachers’ play support competency. To this end, a survey was conducted on 212 early childhood teachers working in kindergartens and daycare centers located in S, I-city, and G province. To validate the reliability of the measurement tools used in this study, Cronbach's α was calculated, and pearson's correlation analysis and multiple regression analysis were conducted. The results of this study are as follows. First, kindergarten principals’ guidance for curriculum and early childhood teachers’ teaching creativity all had a statistically significant positive correlation with early childhood teachers’ play support competency. Second, teachers’ teaching creativity on teachers’ play support competency showed that teachers’ teaching creativity had a significant positive influence on teachers’ play support competency, while the relative influence of the principal's guidance on educational and childcare curriculum recognized by early childhood teachers was not statistically significant.