보육교사의 셀프리더십과 혁신행동 간의 관계에서 전문성의 매개효과와 사회적 지지의 조절된 매개효과 = The mediating effect of professionalism and the moderated mediating effect of social support in the relationship between self-leadership and innovative behavior among childcare teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study is to empirically analyze the mediating effects of teacher professionalism and the moderated mediating effect of social support in the relationship between childcare teachers' self-leadership and innovative behavior. To this end, 284 childcare teachers employed at daycare centers located in Metropolitan City B were selected as the study subjects. The survey was conducted for three weeks from September 10 to September 30, 2025, and a questionnaire utilizing scales for self-leadership, innovative behavior, professionalism, and social support was administered in parallel.
The collected data were statistically verified using descriptive statistics, Pearson correlation analysis, mediation analysis, and moderated mediation analysis with SPSS 29.0 and PROCESS Macro 4.2. The results showed that the mediating effects of professionalism and the moderated mediation effect of social support were significant in the process in which childcare teachers' self-leadership influenced innovative behavior. These results suggest that forming an organizational culture based on autonomy rather than external control can be a meaningful strategy to promote innovative behavior among teachers. Furthermore, they provide practical implications that social support among teachers should be fostered to enhance the quality of educational services, thereby realizing teachers' professional growth and a happy educational environment.