유아교사가 지각한 원장의 진정성 리더십과 사회적 지지, 교사효능감의 구조적 관계

The Structural Relationship between the Director’s Authentic Leadership, Social Support, and Teacher Efficacy Perceived by Early Childhood Teachers: Focusing on the Mediating Effect of Social Support

Objective: The purpose of this study was to analyze the structural relationship between the authentic leadership of the director, social support, and teacher efficacy perceived by early childhood teachers. Methods: The participants of the study were 433 teachers working at kindergartens and daycare centers in Seoul and Gyeonggi Province. The data collected through the survey were analyzed by applying a structural equation model. Results: As a result of the study, it was found that the authentic leadership of the director perceived by early childhood teachers had a positive (+) effect on the early childhood teachers’ social support and teacher efficacy, respectively, and social support had a positive (+) effect on teacher efficacy of the early childhood teachers. The results showed that social support had a positive mediating effect in the relationship between the director's authentic leadership and teacher efficacy perceived by early childhood teachers. Conclusion/Implications: The results suggest that it is necessary to establish a social support system through the exercise of the director's authentic leadership in order to improve the teacher efficacy of early childhood teachers.