Meta-analysis on the Variables as Factors to Early Childhood Teachers’ Play-teaching Efficacy

초록

This meta-analysis exclusively examines studies conducted in Korea, focusing on early childhood teachers’ play-teaching efficacy to comprehensively examine the effect sizes of major factors related to early childhood teachers’ play-teaching efficacy. A total of 47 prior studies, which reported correlation coefficients related to early childhood teachers’ play-teaching efficacy (31 master’s and doctoral dissertations and 16 journal articles), were selected and analyzed using Jamovi Program 2.5.4. The analysis yielded the following results: First, the overall effect size of the factors related to play-teaching efficacy was found to be high. Second, effect sizes by factor were in the order of job-related factors, personal factors, organizational factors, and play-related factors, with job factors having the largest influence. Based on these findings, this study provides foundational data for developing support measures to improve early childhood teachers’ play-teaching efficacy. The findings highlight the need for systematic, multifaceted approaches to enhance play-teaching efficacy in early childhood education.

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