유아교사의 교수효능감이 유아의 학교준비도에 미치는 영향: 유아의 또래놀이상호작용과 사회적 유능감의 순차적 이중매개효과

초록

This study aimed to examine the sequential double mediating effects of young children’s peer play interactions and social competence on the relationship between early childhood teachers’ teaching efficacy and children’s school readiness. To this end, structural equation modeling was conducted using data from 1,145 five-year-old children and their homeroom teachers drawn from the 7th wave (2014) of the Panel Study on Korean Children, employing SPSS 26.0 and AMOS 21.0. The results were as follows. First, early childhood teachers’ teaching efficacy, children’s peer play interactions, and social competence were all significantly correlated with children’s school readiness. Second, the effects of teachers’ teaching efficacy on children’s school readiness were sequentially and dually mediated by children’s peer play interactions and social competence. These findings suggest the need to explore national-level support strategies aimed at enhancing teachers’ teaching efficacy in order to promote children’s peer play interactions and social competence, thereby improving children’s school readiness.

키워드