Abstract
Objectives The purposes of this study is to investigate the effect of childcare teachers’ Playfulness and social support within the workplace on their play teaching efficacy.
 Methods This research was conducted with 233 childcare teachers. Childcare teachers responded to the playful-ness scale, the social support within the workplace scale, and the play teaching efficacy scale. The collected data were analyzed by using the SPSS 25.0 program.
 Results The childcare teachers’ playfulness and social support were the major factors that explained the play teaching efficacy. It was found that the playfulness of childcare teachers is high and the play teaching efficacy in-creases with a lot of social support. Especially the childcare teachers’ social support had much greater effect on their play teaching efficacy than other factors did.
 Conclusions This study has academic significance in considering the effects of early childcare teachers’ playful-ness and social support within the workplace on their play teaching efficacy. These results are significant in that they can be used in the development of childcare teachers’ education programs to improve play teaching efficacy.
Published Version
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