유아교사의 디지털 놀이 지원역량 관련 변인 간의 구조적 관계 : 디지털 리터러시, 교수효능감, 디지털 기술 활용태도를 중심으로 = Structural Relationship Between Variables Related to Early Childhood Teachers' Digital Play Support Competency: Focusing on Digital Literacy, Teaching Efficacy, and Attitude Toward Using Digital Technology

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the direct and mediating effects in the structural relationship between early childhood teachers' digital literacy, teaching efficacy, attitude of using digital technology, and early childhood teachers' digital play support competency. To achieve this research purpose, the following research questions were established :

Question 1: Does early childhood teachers' digital literacy have a direct effect on teaching efficacy, attitude toward using digital technology, and competency to support digital play?

Question 2: Does early childhood teachers' digital literacy have an indirect effect on digital play support competency through teaching efficacy and attitude toward using digital technology?

This study conducted a survey of early childhood teachers located in Daegu and Gyeongsangbuk-do. A total of 463 data were selected as subjects. The data were analyzed using descriptive statistics, Pearson correlation analysis, path analysis, structural equation modeling, and phantom variables using SPSS 25.0 and AMOS 25.0 software.

The primary results of this study were as follows:

First, Early childhood teachers' digital literacy has a direct impact on their teaching efficacy, attitude toward using digital technology, and competency to support digital play.

Second, Early childhood teachers' digital literacy was found to indirectly increase digital play support competency through teaching efficacy and attitude toward using digital technology. In addition, digital literacy was found to affect digital play support competency through a dual mediation between teaching efficacy and attitude toward using digital technology.

Through this study, it was confirmed that digital literacy, teaching efficacy, and attitude to use digital technology are important variables that affect digital play support competency. Through these results, it will be possible to provide data necessary to adapt to the rapidly changing early childhood education field and to create conditions and environments.

목차 (Table of Contents)

• Ⅰ. 서론 · 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 · 8
• 3. 용어 정의 9
• Ⅱ. 이론적 배경 11
• 1. 유아교사의 디지털 놀이 지원역량 · 11
• 2. 유아교사의 디지털 리터러시 20
• 3. 유아교사의 교수효능감 29
• 4. 유아교사의 디지털 기술 활용태도 · 37
• 5. 변인들 간의 관계 · 42
• 1) 유아교사의 디지털 리터러시와 디지털 놀이 지원역량 · 42
• 2) 유아교사의 교수효능감과 디지털 놀이 지원역량 44
• 3) 유아교사의 디지털 기술 활용태도와 디지털 놀이 지원역량 46
• 4) 유아교사의 디지털 리터러시와 교수효능감 48
• 5) 유아교사의 디지털 리터러시와 디지털 기술 활용태도 · 49
• 6) 유아교사의 교수효능감과 디지털 기술 활용태도 51
• 7) 유아교사의 디지털 리터러시, 교수효능감, 디지털 기술 활용태도, 디지털 놀이 지원역량 53
• Ⅲ. 연구방법 57
• 1. 연구모형 57
• 2. 연구대상 58
• 3. 연구도구 60
• 4. 연구절차 66
• 5. 자료분석 68
• Ⅳ. 연구결과 70
• 1. 측정변인 간의 상관행렬 및 기술통계치 70
• 2. 유아교사의 디지털 리터러시, 교수효능감, 디지털 기술 활용태도, 디지털 놀이 지원역량 간의 직접효과 73
• 3. 유아교사의 디지털 리터러시와 디지털 놀이 지원역량 간의 관계에서 교수효능감과 디지털 기술 활용태도의 간접효과 · 82
• Ⅴ. 논의 86
• 1. 유아교사의 디지털 리터러시, 교수효능감, 디지털 기술 활용태도, 디지털 놀이 지원역량 간의 직접효과 86
• 2. 유아교사의 디지털 리터러시와 디지털 놀이 지원역량 간의 관계에서 교수효능감과 디지털 기술 활용태도의 간접효과 · 90
• Ⅵ. 결론 및 제언 · 96
• 1. 결론 · 96
• 2. 제언 · 98
• 참고문헌 · 100
• Abstract · 124
• 부 록 126