A Study of the Effect of Kindergarten Teacher's Creativity on The Quality of the Physical Environment : Mediation Effect of Kindergarten Teacher's Observation Skill and Moderation Effect of Organizational Support-

다국어 초록 (Multilingual Abstract)

This study aims to elucidate the relationships between kindergarten teacher's creativity, observational skills, the quality of the physical environment, and their organizational support. It seeks to provide practical guidance on leveraging the professional strengths of kindergarten educators to enhance the quality of the physical environment in kindergarten classrooms. This study selected 973 kindergarten teachers from 63 kindergartens of different types and sizes as research subjects. "Creativity" was used as the explanatory variable, "the quality of the physical environment in kindergarten classrooms" as the dependent variable, "teacher's observational skills" as the mediating variable, and "organizational support" as the moderating variable. An empirical model was constructed, and data were collected through a questionnaire survey. SPSS 26.0 software was used for empirical analysis to examine the impact of teacher's creativity on the quality of the physical environment in kindergarten classrooms, the mediating role of teacher's observational skills, and the moderating role of the organizational support. Finally, reflections and suggestions were proposed. Firstly, there are significant correlations between each pair of variables: kindergarten teacher's creativity, the quality of the physical environment in kindergarten classrooms, teacher's observational skills, and the organizational support. Secondly, teacher's creativity has a significant positive impact on the quality of the physical environment in kindergarten classrooms. Thirdly, teacher's observational skills play a mediating role in the effect of teacher's creativity on the quality of the physical environment. Fourthly, the organizational support also plays a mediating role in this relationship. Lastly, it is recommended that kindergartens focus on fostering teacher's creativity, enhancing their observational skills, and strengthening the organizational support to improve the quality of the physical environment in kindergarten classrooms. On one hand, this study contributes to a deeper understanding of the mechanisms between kindergarten teacher's creativity, observational skills, organizational support, and the quality of the physical environment in kindergarten classrooms. It enriches theoretical research in the field of kindergarten education and offers new perspectives and directions for related academic studies. On the other hand, it provides a basis for kindergarten administrators to formulate relevant policies, encouraging a greater emphasis on fostering teacher's creativity, enhancing their observational skills, and building a supportive organizational environment. This, in turn, helps optimize the quality of the physical environment in kindergarten classrooms, ensuring children's healthy development and improving the quality of education. Keywords: Kindergarten Teacher, Creativity, Quality of the Physical Environment, Observation Skills, Organizational Support

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Background and Necessity1
• 2. Research Purpose6
• 3. Research Questions 7
• 4. Definition of Terms 8
• Ⅱ. Theoretical Background 10
• 1. Kindergarten Teacher's Creativity 10
• 1) Definition 10
• 2) Dimensions 14
• 3) The Importance of Kindergarten Teacher's Creativity 18
• 2. The Quality of the Physical Environment20
• 1) Definition 20
• 2) Dimensions 23
• 3) Status of The Quality of the Physical Environment in China · 28
• 3. Kindergarten Teacher's Organizational Support30
• 1) Definition 30
• 2) Dimensions 34
• 3) Importance of Kindergarten Teacher's Organizational Support 36
• 4. Kindergarten Teacher's Observation Skills 38
• 1) Definition 38
• 2) Dimensions 41
• 3) Importance of Kindergarten Teacher's Observation Skills 46
• 5. Relationship between variables48
• 1) Creativity and The Quality of the Physical Environment48
• 2) Creativity and Observation Skills 50
• 3) Creativity and Organizational Support 52
• 4) Observation Skills and The Quality of the Physical Environment ·· 56
• 5) Organizational Support and The Quality of the Physical
• Environment 59
• III. Research Method 63
• 1. Research Models and Hypotheses 63
• 1) Research Models63
• 2) Research Hypothesis 65
• 2. Research Participants67
• 3. Research Procedures 67
• 1) Initial Research Phase 67
• 2) Formal Measurement Phase69
• 4. Research Tools 70
• 1) Kindergarten Teacher's Creativity Questionnaire70
• 2) The Quality of The Physical Environment Questionnaire 74
• 3) Kindergarten Teacher's Organizational Support Questionnaire 79
• 4) Kindergarten teacher's Observational skill Questionnaire 83
• 5. Data Analysis 87
• IV. Research Results 89
• 1. Descriptive Statistics89
• 1) Mean, Standard Deviation and Normality 89
• 2) Correlation Analysis 91
• 3) Differences Analysis 95
• 2. Research Hypothesis Testing 100
• 1) Structural Equation Model Fit Test 100
• 2) Structural Equation Modeling Path Analysis102
• 3) Analysis of Mediating Effects123
• 4) Analysis of Moderat Effects126
• 5) Research Hypothesis Test 127
• V. Conclusion 129
• 1. Summary 129
• 2. Conclusion and Discussion130
• 3. Limitations and Suggestions 145
• References147
• Appendix167
• 국문초록 178