유아교육기관 내 사회적지지가 유아교사의 놀이교수효능감에 미치는 영향 : 그릿의 매개효과를 중심으로

초록

This study examined the relationships among early childhood teachers’ efficacy in play-based instruction, perceived organizational social support, and grit. Specifically, it investigated how organizational social support influences teachers’ efficacy in play-based instruction and whether grit mediates this relationship. Survey data were collected from 195 early childhood teachers between February and March 2021. The data were analyzed using Pearson’s correlation analysis, Baron and Kenny’s three-step regression analysis, and the Sobel test. The results showed, first, that there were statistically significant positive correlations among efficacy in play-based instruction, organizational social support, and grit. Second, grit was found to fully mediate the relationship between organizational social support and efficacy in play-based instruction. These findings suggest that to effectively support early childhood teachers in implementing play-based instruction, it is essential to establish socially supportive organizational environments and to develop educational interventions, such as grit-enhancement programs grounded in social support.

키워드