어린이집의 교사전문성 지원환경이 초임교사의 전문성 인식에 미치는 영향: 직무수행동기의 매개효과를 중심으로

The Effects of a Professional Learning Environment at a Day Care Center on the Professionalism of Beginning Teachers: Focusing on the Mediating Role of Their Work Task Motivation

Objective: This study aimed to determine the effect of a teacher professional learning environment at workplace day care centers on the professionalism of beginning teachers and also to verify the mediating effects of the beginning teachers’work task motivation on that relationship. Methods: The participants were 129 new teachers currently employed at workplace day care centers. The Current Status for Professional Competence was used to measure the teachers’ professionalism. The Professional Learning Environment Inventory assesses the professional learning environment of day care centers. To measure the work task motivation, the Work Tasks Motivation Scale for Teachers was used. Results: Firstly, positive relationships were identified between a professional learning environment and their intrinsic motivation and identified motivation. However, there were also negative relationships between the professional learning environment and their introjected motivation and amotivation. Secondly, this study partially verified the mediating effects of the beginning teachers’work task motivation on the relationship between the professional learning environment and teachers’ professionalism. Conclusion/Implications: The relationship between the professional learning environment and the professionalism of beginning teachers was mediated by the teachers’own intrinsic motivations, identified motivations, and amotivation.