유치원 교사의 놀이교수효능감과 놀이지원역량의 관계에서 놀이권리인식의 매개효과

Abstract

This study examined the mediating effect of kindergarten teachers’ perception of young children’s right to play on the relationship between their play-teaching efficacy and play-support competence. Participants were 258 kindergarten teachers from Seoul, Incheon, and Gyeonggi. Research data were collected through an online questionnaire and analyzed using SPSS 26.0 and AMOS 26.0. The findings are as follows. First, the covariance structure analysis revealed that kindergarten teachers’ play-teaching efficacy positively affected both the perception of young children’s right to play and their play-support competence. Furthermore, the perception of young children’s right to play positively affected play-support competence. Second, play-teaching efficacy had not only a direct effect on play-support competence but also an indirect effect mediated by the perception of young children’s right to play. In other words, the perception of young children’s right to play was found to be a mediating variable in the relationship between play-teaching efficacy and play-support competence. These findings suggest that, to enhance kindergarten teachers’ play-support competence, it is essential to strengthen both their play-teaching efficacy and their perception of young children’s right to play.