교사의 놀이성, 놀이교수효능감, 교수창의성, 교사-유아 상호작용간의 구조적 관계

• 영문명: Structural relationship between playfulness of early childhood teachers, efficiency of play teaching, teaching creativity, and teacher-child interaction
• 발행기관: 한국교원대학교 유아교육연구소
• 저자명: 이정희 안효진
• 간행물 정보: 『한국유아교육연구』제25권 제3호, 19~49쪽, 전체 31쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.09.30

국문 초록

본 연구는 교사의 놀이성, 놀이교수효능감, 교수창의성, 교사-유아 상호작용 간 구조적 관계를 살펴보았다. 본 연구는 인천광역시 지역에 소재한 유치원과 어린이집에서 근무하는 유아교사 595명을 연구대상으로 자료를 수집하였고, 자료분석은 SPSS 21.0와 AMOS 21.0 프로그램을 이용하여 빈도분석, 상관분석, 측정모형, 구조모형, 매개효과를 검증하였다. 결과를 요약하면, 첫째, 유아교사의 놀이성, 놀이교수효능감, 교수창의성, 교사-유아 상호작용 간의 상관관계를 분석한 결과 모두 상관관계가 유의미하였다. 둘째, 유아교사의 놀이성, 놀이교수효능감, 교수창의성, 교사-유아 상호작용 간 구조적 관계를 살펴보기 위해 모형적합도 및 효과검증을 확인하였다. 셋째, 유아교사의 놀이성은 놀이교수효능감, 교수창의성, 교사-유아 상호작용에 직접 효과가 있었으며, 놀이교수효능감, 교수창의성을 매개로 교사-유아 상호작용에 간접효과를 보였다. 넷째, 팬텀변수를 활용한 특정간접효과를 분석한 결과 유아교사의 놀이성 → 놀이교수효능감 → 교수창의성 →교사-유아 상호작용의 특정간접효과가 유의미한 것으로 나타났다. 결론적으로 유아교사의 놀이성, 놀이교수효능감, 교수창의성이 교사-유아 상호작용에 직⋅간접적인 경로를 통해 긍정적인 영향을 준다는 것을 확인할 수 있었다. 이는 2019 개정누리과정 유아중심⋅놀이중심의 교수⋅학습과정에 교사들의 전문적인 역량을 강화하는데 기초자료로 활용할 수 있다고 시사한다.

영문 초록

The purpose of this study was to analyze the structural relationship of early childhood teachers' playfulness, play teaching efficacy, teaching creativity, and teacher-child interaction with child teachers working at early childhood education institutions. This study was conducted on 595 early childhood teachers working at kindergartens and day care centers in Incheon Metropolitan City. For this study, 4 research tools were used, such as the adult playfulness scale(Glynn & Webster(1992) modified by Park(2003) and Hong(2019)), the effectiveness of play teaching scale(Shin, Yoo, Park (2004), the teaching creativity scale(developed by Urban (1997) and Cropley (2001), modified Baek & Kim(2008)), and teacher-infant interaction scale(developed by Lee(2003), revised by Kang & Baek(2013)). The data were analyzed by the SPSS 21.0 and AMOS 21.0 programs. The results of this study were as follows. First, the playfulness of early childhood teachers, the efficiency of play teaching, the creativity of teaching, and the teacher-child interaction overall tended to be high. Second, the analysis of the correlation between early childhood teachers’ playfulness, play teaching efficacy, teaching creativity, and teacher-child interaction showed that there was a significant correlation. Third, the playfulness of early childhood teachers established structural equation model and confirmed model fit and effectiveness of play teaching effectiveness, teaching creativity, and teacher-child interaction. Fourth, analysis of specific indirect effects using phantom variables showed that the playfulness of early childhood teachers → the efficacy of play teaching → the creativity → the specific indirect effect of teacher-child interaction was significant. The results of this study confirmed that infant teachers’ playfulness, play teaching efficacy, and teaching creativity of early childhood teachers have a positive impact on teacher-child interactions through direct and indirect channels. This suggests that the early childhood teachers’ playfulness, efficiency of play teaching, and creativity of early childhood teachers affect when early childhood teachers interact with children and eventually affect the development and growth of children.

목차

Ⅰ. 서론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의 및 제언

키워드

유아교사의 놀이성 놀이교수효능감 교수창의성 교사-유아 상호작용 Playfulness of early childhood teachers Efficiency of play teaching Teaching creativity Teacher-child interaction