유치원 교사의 전문성 지원환경과 테크놀로지 자아효능감이 디지털놀이 지원역량에 미치는 영향 = The Effects of Kindergarten Teachers’ Professional Support Environment and Technology Self-Efficacy on Digital Play Support Competence

다국어 초록 (Multilingual Abstract)

This study examined the effects of kindergarten teachers’ professional support environment and technology self-efficacy on their digital play support competence, with the aim of providing basic data for strengthening teachers’ competence in supporting digital play in early childhood education settings. To achieve this purpose, the following research questions were established:

1. What are the general trends in kindergarten teachers’ professional support environment, technology self-efficacy, and digital play support competence?
2. What differences exist in kindergarten teachers’ professional support environment, technology self-efficacy, and digital play support competence according to their general background characteristics?
3. What are the correlations among kindergarten teachers’ professional support environment, technology self-efficacy, and digital play support competence and its sub-factors?
4. What is the relative influence of kindergarten teachers’ professional support environment and technology self-efficacy on digital play support competence?

Participants were 221 kindergarten teachers working in Seoul and Gyeonggi Province. Data were collected through self-report questionnaires measuring professional support environment, technology self-efficacy, and digital play support competence. The collected data were analyzed using SPSS 29.0 for Windows, employing descriptive statistics, correlation analysis, analysis of variance, and multiple regression analysis. The main findings of the study are as follows.
First, kindergarten teachers’ perceptions of their professional support environment, technology self-efficacy, and digital play support competence were all slightly higher than the moderate level.
Second, analyses of differences according to teachers’ general background characteristics showed that there were significant differences in professional support environment, technology self-efficacy, and digital play support competence for some background variables, including age, teaching experience, type of institution, level of education, and age group of the class in charge.
Third, analyses of the correlations among professional support environment, technology self-efficacy, and digital play support competence revealed significant positive correlations among all three variables. In particular, both professional support environment and technology self-efficacy showed significant positive correlations with overall digital play support competence and its sub-factors.
Fourth, analyses of the relative influence of professional support environment and technology self-efficacy on digital play support competence indicated that both variables had significant positive effects. This suggests that teachers who perceived higher levels of professional support and had greater confidence in using technology reported higher levels of competence in supporting digital play.
This study is meaningful in that it empirically clarifies how kindergarten teachers’ professional support environment and technology self-efficacy are related to digital play support competence and identifies the relative influence of these variables on digital play support competence. The findings highlight the need to systematically construct a professional support environment that guarantees teachers’ autonomy and decision-making and expands opportunities for professional learning and development, while simultaneously providing training and support to strengthen teachers’ technology self-efficacy in order to enhance their competence in supporting digital play.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 7
• 3. 용어 정의 8
• Ⅱ. 이론적 배경 11
• 1. 전문성 지원환경 11
• 2. 테크놀로지 자아효능감 14
• 3. 디지털놀이 지원역량 16
• 4. 전문성 지원환경, 테크놀로지 자아효능감, 디지털놀이 지원역량 간 관계 19
• Ⅲ. 연구방법 24
• 1. 연구대상 24
• 2. 연구도구 26
• 3. 연구절차 33
• 4. 자료분석 34
• Ⅳ. 연구결과 및 해석 35
• 1. 유치원 교사의 전문성 지원환경, 테크놀로지 자아효능감, 디지털놀이 지원역량의 일반적 경향 35
• 2. 유치원 교사의 일반적 배경에 따른 전문성 지원환경, 테크놀로지 자아효능감, 디지털놀이 지원역량의 차이 38
• 3. 유치원 교사의 전문성 지원환경, 테크놀로지 자아효능감, 디지털놀이 지원역량 간 상관관계 46
• 4. 유치원 교사의 전문성 지원환경과 테크놀로지 자아효능감 이 디지털놀이 지원역량에 미치는 영향 49
• Ⅴ. 논의 및 결론 59
• 1. 요약 및 논의 59
• 2. 제언 및 한계점 72
• 참고문헌 75
• 부록 86
• ABSTRACT 94