유아교사의 놀이신념과 놀이지원역량의 관계에서 직무자율성과 혁신행동의 연속매개효과
Sequential Mediating Effects of Job Autonomy and Innovative Behavior in the Relationship Between Early Childhood Teachers’ Play Beliefs and Play Support Competence
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본 연구는 유아교사의 놀이신념이 놀이지원역량에 미치는 영향에서 직무자율성과 혁신행동의 매개효과를 구조방정식모형을 통해 검증하였다. 이를 위해 전국 유치원과 어린이집에서 근무하는 만 3~5세 담임교사 274명을 대상으로 놀이신념, 직무자율성, 혁신행동, 놀이지원역량을 측정하였으며, 수집된 자료는 SPSS 26.0과 AMOS 26.0을 사용하여 확인적 요인분석, 구조방정식모형 분석, 부트스트래핑을 실시하였다. 분석 결과, 놀이신념은 놀이지원역량에 유의한 직접효과를 나타냈으며, 직무자율성과 혁신행동을 순차적으로 경유하는 연속매개경로와 혁신행동 단독 매개경로가 유의하게 나타났다. 반면, 직무자율성 단독 매개경로는 유의하지 않았다. 이러한 결과는 직무자율성이 혁신행동과 결합될 때 놀이지원역량으로의 전이가 가능함을 시사한다. 본 연구는 놀이신념이 혁신적 실천과정을 매개로 교육 실행으로 전환되는 경로를 규명하였으며, 교사의 놀이지원역량 강화를 위해 혁신행동 촉진을 포함한 현장 기반 지원의 필요성을 제언한다.
Abstract
This study examined the mediating effects of job autonomy and innovative behavior on the relationship between early childhood teachers’ play beliefs and their play support competence. A structural equation modeling approach was utilized. Participants were 274 homeroom teachers of 3- to 5-year-old classes from kindergartens and childcare centers nationwide. Measures included play beliefs, job autonomy, innovative behavior, and play support competence. Data were analyzed using SPSS 26.0 and AMOS 26.0, employing confirmatory factor analysis, structural equation modeling, and bootstrapping. The results indicated that play beliefs had a significant direct effect on play support competence. Both the sequential mediating pathway through job autonomy and innovative behavior and the single mediating pathway through innovative behavior were significant. In contrast, the single mediating pathway through job autonomy was not significant. These findings suggest that job autonomy contributes to the enhancement of play support competence only when combined with innovative behavior. This study empirically identified the pathway through which teachers’ play beliefs are translated into educational practice via innovative behavior, highlighting the need for field-based support systems that promote innovative behavior to strengthen teachers’ play support competence.