원장의 보육과정 지원행동이 보육교사의 놀이중심 보육과정 실천역량에 미치는 영향 : 놀이교수효능감의 매개효과를 중심으로 = The impact of Directors’ Childcare Curriculum Support Behaviors on Childcare Teachers’ Play-Based Curriculum Implementation Competence: Focusing on the Role of Play Teaching Efficacy

다국어 초록 (Multilingual Abstract)

This study focused on the importance of childcare teachers’ play-based curriculum implementation competence and aimed to identify the variables influencing this competence, which determines the quality of early childhood education and care. To this end, we sought to examine the impact of directors’ childcare curriculum support behaviors and teachers’ play teaching efficacy on play-based curriculum implementation competence and verified the mediating effect of play teaching efficacy in the relationship between directors’ curriculum support behaviors and teachers’ play-based curriculum implementation competence.

The subjects of the study were 236 childcare teachers working in daycare centers in the Daegu and Gyeongsangbuk-do regions, and the teachers’ play-based curriculum implementation competence, directors’ childcare curriculum support behaviors, and play teaching efficacy were measured through self-reporting (questionnaire). For data analysis, descriptive statistics and correlations among the three variables were examined using the SPSS 19.0 program, and the significance of the mediating effect was verified using Model 4 of the SPSS Process Macro (v4.3).

The results of this study are as follows. First, directors’ childcare curriculum support behaviors had a significant effect on teachers’ play-based curriculum implementation competence (B = 1.30, p < .001) and play teaching efficacy (B = .45, p < .001). Second, directors’ childcare curriculum support behaviors had a significant indirect effect on play-based curriculum implementation competence through teachers’ play teaching efficacy (B = .63, p < .001).

These findings indicate that directors’ curriculum support behaviors and teachers’ play teaching efficacy are key factors influencing teachers’ play-based curriculum implementation competence, and that play teaching efficacy serves as a mediating variable between directors’ curriculum support behaviors and teachers’ competence. In other words, when directors actively identify teachers’ needs regarding curriculum implementation, discuss possible solutions, and collaboratively manage the childcare curriculum, teachers with high play teaching efficacy demonstrate greater competence in implementing play-based curricula that support children’s play and learning. Therefore, directors should foster cooperative relationships with teachers to promote joint curriculum management, while teachers should enhance their ability to accurately understand and interpret children’s play, ensuring that play leads naturally to learning. This study provides foundational data for the development of professional training programs for directors and teachers and for future policy initiatives related to the integration of early childhood education and care aimed at improving teachers’ play-based curriculum implementation competence.

목차 (Table of Contents)

• (Abstract)
• Ⅰ. 문제 제기 1
• Ⅱ. 이론적 배경 및 선행연구의 고찰 8
• 1. 보육교사의 놀이중심 보육과정 실천역량, 원장의 보육과정 지원행동, 보육교사의 놀이교수효능감의 개념 및 중요성 8
• 1) 보육교사의 놀이중심 보육과정 실천역량의 개념 및 중요성 8
• 2) 원장의 보육과정 지원행동의 개념 및 중요성 10
• 3) 보육교사의 놀이교수효능감의 개념 및 중요성 12
• 2. 보육교사의 놀이중심 보육과정 실천역량, 원장의 보육과정 지원행동, 보육교사의 놀이교수효능감 간의 관계 15
• 1) 원장의 보육과정 지원행동과 보육교사의 놀이중심 보육과정 실천역량 간의 관계 15
• 2) 보육교사의 놀이교수효능감과 놀이중심 보육과정 실천역량 간의 관계 16
• 3) 원장의 보육과정 지원행동과 보육교사의 놀이교수효능감 간의 관계 18
• 4) 원장의 보육과정 지원행동과 보육교사의 놀이교수효능감, 놀이중심 보육과정 실천역량 간의 관계 19
• Ⅲ. 연구문제 및 용어의 정의 21
• 1. 연구문제 21
• 2. 용어의 정의 23
• 1) 놀이중심 보육과정 실천역량 23
• 2) 원장의 보육과정 지원행동 23
• 3) 놀이교수효능감 23
• Ⅳ. 연구방법 및 절차 25
• 1. 연구대상 25
• 2. 측정도구 27
• 1) 놀이중심 보육과정 실천역량 27
• 2) 원장의 보육과정 지원행동 29
• 3) 놀이교수효능감 30
• 3. 자료수집절차 31
• 1) 본 조사 31
• 4. 자료분석 32
• Ⅴ. 연구결과 33
• 1. 원장의 보육과정 지원행동, 보육교사의 놀이교수효능감, 놀이중심 보육과정 실천역량의 기술 통계치 및 상관관계 33
• 2. 원장의 보육과정 지원행동과 보육교사의 놀이중심 보육과정 실천역량 간의 관계에서 놀이교수효능감의 매개효과 35
• 1) 원장의 보육과정 지원행동이 보육교사의 놀이중심 보육과정 실천역량에 미치는 영향 35
• 2) 원장의 보육과정 지원행동이 보육교사의 놀이교수효능감에 미치는 영향 36
• 3) 원장의 보육과정 지원행동과 보육교사의 놀이교수효능감이 놀이중심 보육과정 실천역량에 미치는 영향 37
• 4) 원장의 보육과정 지원행동이 보육교사의 놀이교수효능감을 매개로 놀이중심 보육과정 실천역량에 미치는 영향 39
• Ⅵ. 논의 및 결론 40
• 참고문헌 46
• 부 록 55