전문성 지원 환경과 교사-영유아 상호작용 간의 관계에서 동료교사 협력과 보육교사의 전문성 발달수준의 순차적 매개효과

Abstract

This study examined how professional learning environment, teacher collaboration, and teacher professionalism influence teacher–child interactions among childcare teachers. Specifically, the study investigated the direct effect of the professional learning environment and the indirect effect of teacher collaboration and teacher professionalism on teacher–child interactions. A total of 273 childcare teachers working at 28 childcare centers in Cheongju-si participated in the study. Data were collected from teachers’ self-reports using questionnaires on professional learning environment, teacher collaboration, teacher professionalism, and teacher–child interactions. The collected data were analyzed using Model 6 of the PROCESS macro version 4.2. The professional learning environment influenced teacher–child interactions through teacher collaboration and professionalism. In addition, the professional learning environment influenced teacher–child interactions through teacher professionalism. However, neither the direct effect of the professional learning environment on teacher–child interactions nor the indirect effect of teacher collaboration was significant. This study confirmed the existence of specific pathways through which the professional learning environment influences teacher–child interactions. These findings emphasize the need to strengthen the professionalism of childcare teachers in order to improve the quality of interaction between teachers and children. To achieve this goal, it is necessary to create a childcare environment that supports teachers’ professionalism and encourages collaboration.