유아교사의 공감능력이 놀이지원역량에 미치는 영향에서 교사효능감의 매개효과

초록

This study aimed to investigate the mediating effect of teacher efficacy in the relationship between early childhood teachers' empathy and play support competence. A survey was conducted with 319 early childhood teachers in D and S Cities, South Korea. The analysis revealed a positive correlation among early childhood teachers' empathy, play support competence, and teacher efficacy. Furthermore, teacher efficacy partially mediated the effect of teachers' empathy on their play support competence. These findings suggest that early childhood teachers with strong empathy can assess and plan appropriate teaching activities for children better, demonstrating greater autonomy and proactiveness. This further allows them to provide creative and diverse methods of play support. Therefore, prioritizing the development of early childhood teachers' empathy and teacher efficacy is essential to enhance their play support competence

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