유아 교사가 지각한 사회적 지지가 놀이교수효능감에 미치는 영향 : 교수창의성의 매개효과 = The Mediating Effect of Teaching Creativity in the Relationship between Early Childhood Teachers’ Perceived Social Support and Play-Teaching Efficacy

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the mediating effect of teaching creativity in the relationship between early childhood teachers’ perceived social support and play-teaching efficacy.
For the purpose of the study, a survey was conducted with 454 early childhood teachers across South Korea and Daegu Metropolitan City who were in charge of classes for three- to five-year-old children. The collected data were analyzed using SPSS 29.0 and PROCESS Macro (Model 4).
The research questions (RQ) addressed in this study were as follows:
RQ1. What is the correlation between early childhood teachers’ perceived social support and their play-teaching efficacy?
RQ2. Does teaching creativity have a mediating effect in the relationship between social support and play-teaching efficacy?
The results of the study led to the following conclusions. First, teachers’ perceived social support, teaching creativity, and play-teaching efficacy all showed significant positive correlations, indicating that when teachers feel adequately supported by colleagues, administrators, and their social environment, they are more likely to demonstrate creative approaches in their teaching practices and to feel confident in their play-teaching abilities. This finding underscores the interdependence of social and psychological factors in early childhood education, where external resources and encouragement can directly enhance teachers’ internal sense of efficacy. Second, teaching creativity was found to partially mediate the relationship between social support and play-teaching efficacy. This partial mediation suggests that while social support can directly improve teachers’ efficacy, its impact is further amplified when teachers are able to translate that support into creative instructional strategies. In other words, creativity functions as a bridge through which the benefits of social support are more fully realized in teaching practice, highlighting its central role in effective early childhood pedagogy.
In conclusion, this study highlights the importance of providing not only emotional support, such as encouragement and recognition, but also informational support, including feedback, professional development opportunities, and collaborative networks, to early childhood teachers. At the same time, it is crucial to cultivate and strengthen teachers’ creative capacities through training programs, reflective practices, and innovative curricular designs. By ensuring that teachers are both supported and empowered to act creatively, educational institutions can enhance teachers’ efficacy in play-based teaching, thereby promoting children’s holistic development and fostering a richer and more engaging learning environment. Ultimately, these findings suggest that investment in both social support systems and creativity-enhancing initiatives for teachers can contribute to higher teaching quality and sustainable improvement in early childhood education.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 7
• 3. 용어 정의 8
• Ⅱ. 이론적 배경 10
• 1. 유아 교사의 놀이교수효능감 10
• 2. 유아 교사가 지각한 사회적 지지 17
• 3. 유아 교사의 교수창의성 26
• 4. 유아 교사가 지각한 사회적 지지, 놀이교수효능감, 교수창의성 간의 관계 36
• Ⅲ. 연구 방법 45
• 1. 연구 대상 45
• 2. 연구 도구 48
• 3. 연구 절차 51
• 4. 자료 분석 54
• Ⅳ. 연구 결과 55
• 1. 유아 교사가 지각한 사회적 지지, 놀이교수효능감, 교수창의성의 상관관계 55
• 2. 유아 교사가 지각한 사회적 지지가 놀이교수효능감에 미치는 영향에서 교수창의성의 매개효과 60
• Ⅴ. 논의 64
• 1. 유아 교사가 지각한 사회적 지지, 놀이교수효능감과 교수창의성 간의 상관관계 64
• 2. 유아 교사가 지각한 사회적 지지와 놀이교수효능감 간의 관계에서 교수창의성의 매개효과 70
• Ⅵ. 결론 및 제언 73
• 참고문헌 77
• 부록 97