본 연구의 목적은 유아교사를 대상으로 긍정적 놀이신념과 놀이교수효능감이 교수창의성에 어떠한 영향을 미치는지 분석하는데 있다. 이를 위하여 I시, G도에 소재한 유아교육기관(유치원 및 어린이집)에 재직중인 만 3~5세 담임교사 223명을 대상으로 설문조사를 실시하였다. 수집된 자료는 SPSS 28.0 통계 프로그램을 사용하여 통계처리 하였다. 측정도구의 신뢰도 검증을 위해서 Cronbach’s α 계수를 산출하였다. 또한 Pearson의 상관분석과 다중회귀분석을 실시하였다. 자료분석 결과는 다음과 같다. 첫째, 유아교사의 긍정적 놀이신념과 놀이교수효능감은 모두 교수창의성에 통계적으로 유의미한 정적 상관관계가 있는 것으로 나타났다. 둘째, 유아교사의 긍정적 놀이신념과 놀이교수효능감 모두 교수창의성에 영향을 미치는 변수로 나타났으며, 긍정적 놀이신념보다 놀이교수효능감이 교수창의성에 상대적으로 더 큰 영향력을 미치는 변인으로 밝혀졌다.
The purpose of this study is to investigate the effect of positive play beliefs and play teaching efficacy on teaching creativity for early childhood teachers. This study was conducted with 223 early childhood teachers working in early childhood education institutions such as private kindergartens, public kindergartens, national and public daycare centers, and workplace daycare centers in Incheon and Gyeonggi Province. The collected data were analyzed using the program SPSS 28.0. Cronbach's α coefficient was estimated for the reliability of the research instruments and pearson's correlation analysis was carried out to find out the correlation between research variables. The results of this study are as follows: First, as a result of examining the relationship between positive play belief, play teaching efficacy, and teaching creativity perceived by early childhood teachers, a statistically significant positive correlation was found between positive play belief, play teaching efficacy, and teaching creativity. Second, as a result of examining the effects of early childhood teachers' positive play beliefs and play teaching efficacy on teaching creativity, both positive play beliefs and play teaching efficacy of early childhood teachers had a statistically significant effect on teaching creativity, and play professors rather than positive play beliefs Efficacy was identified as a factor that had a relatively greater influence on faculty creativity.
Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의 및 결론