유아교사의 긍정적 놀이신념이 놀이교수효능감에 미치는 영향에서 교수창의성의 매개효과

초록

This study aimed to explore the relationships between early childhood teachers’ positive play beliefs, play teaching efficacy, and instructional creativity, and examine the mediating effect of instructional creativity on the relationship between positive play beliefs and play teaching efficacy. To achieve this, 341 early childhood teachers working with 3-to-5-year-old children in daycare centers and kindergartens in the Daegu region were sampled. Data collected from them were analyzed using SPSS 25.0 for descriptive statistics and correlation and regression analyses. In addition, the Sobel test was conducted to verify the statistical significance of the mediating effect. The results were as follows: First, positive play beliefs, play teaching efficacy, and instructional creativity of early childhood teachers showed significant positive correlations in both overall scores and sub-factors. Second, a partial mediating effect of instructional creativity was confirmed in the relationship between positive play beliefs and play teaching efficacy. In conclusion, early childhood teachers’ positive play beliefs influence their play teaching efficacy with the mediation of instructional creativity. This suggests that enhancing play teaching efficacy among early childhood teachers requires not only fostering positive play beliefs but also developing creativity to solve problems using new ways of thinking, beyond simple repetition.

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