• Title/Summary/Keyword: Play Teaching Efficacy

Search Result 22, Processing Time 0.033 seconds

The Effect of Teacher-Infant Interaction and the Multiple Mediation of Classroom Environment on the Effect of Infant Teacher Expertise, Teaching Creativity, and Play Beliefs on Play Teaching Efficacy (영유아 교사의 전문성, 교수창의성, 놀이신념이 놀이교수효능감에 미치는 영향에 있어 교사-영유아 상호작용과 교실환경의 다중매개효과)

  • Lee, Misun;Hwang, Hye Jung
    • Human Ecology Research
    • /
    • v.60 no.1
    • /
    • pp.87-98
    • /
    • 2022
  • This study examined the relationships between teacher variables that improve the efficacy of the play teaching of infants and toddlers following a play-oriented curriculum. The participants were 287 infant teachers. The results were as follows. First, the independent variables had a significant effect on the efficacy of play teaching, teacher-infant interaction, and classroom environment. Second, the mediating effects of teacher-infant interaction and classroom environment on the effect of independent variables on the efficacy of play teaching were as follows. The interaction mediating effect between professionalism and play belief was significant, but teaching creativity was found to be significant. In the mediating effect of the classroom environment, expertise, play belief, and teaching creativity were found to be significant. Third, both teacher-infant interaction and the multimedia effect of the classroom environment were statistically significant in mediating the effect of independent variables on the efficacy of play teaching. These results provide basic data on the necessity for teacher education to explore ways to improve teachers' sense of efficacy in teaching play and their teaching skills.

The Effect of Emotional Intelligence of Infant Teachers on Play Teaching Efficacy: The Mediating Effects of Trust Relationship and Cooperative Behavior Between Parents and Teachers (영아교사의 정서지능이 놀이교수효능감에 미치는 영향: 교사가 인식한 부모-교사 신뢰관계와 협력행동의 매개효과를 중심으로)

  • Lee, Sieun;Song, Seung Min;Han, Jeong I
    • Korean Journal of Childcare and Education
    • /
    • v.17 no.6
    • /
    • pp.29-52
    • /
    • 2021
  • Objective: The purpose of this study was to investigate the mediating effects of the parent-teacher trust relationship and cooperative behavior in the relationship between the emotional intelligence of infant teachers and their play teaching efficacy. Methods: A total number of 216 teachers in charge of infants under the age of two at childcare centers located in H, Y, and O cities in Gyeonggi-do participated in the survey. Using SPSS 23.0 and AMOS 22, descriptive statistics, correlation and structural equation model were analyzed. Results: First, the emotional intelligence of infant teachers had a direct effect on play teaching efficacy. Second, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher's trust relationship. Third, the emotional intelligence of infant teachers influenced play teaching efficacy through parent-teacher cooperative behavior. Fourthly, it was found that the parent-teacher trust relationship and cooperative behavior were mediated sequentially in the influence of the emotional intelligence of infant teachers on play teaching efficacy. Conclusion/Implications: The results of this study emphasize the importance of improving the emotional intelligence of teachers and the trust and cooperation between parents and teachers in order to increase the ability of early childhood teacher's play teaching efficacy.

The Mediating Effect of Teachers' Positive Beliefs about Children's Play on the Relationship between Playfulness in Teachers and Teaching Efficacy on Children's Play (교사의 놀이성과 놀이교수효능감의 관계 : 긍정적 놀이신념의 매개역할)

  • Kwon, Hye Jin
    • Korean Journal of Child Studies
    • /
    • v.33 no.6
    • /
    • pp.133-147
    • /
    • 2012
  • This study focused on the relationship among playfulness in teachers, teaching efficacy on play and teachers' positive play beliefs in a sample of 151 teachers working childcare center in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression and hierarchical multiple regression. The main results of this study were as follows. First, teachers' playfulness had a positive influence on their positive play beliefs. Second, teachers' playfulness had a positive influence on their teaching efficacy on play. Finally, effect of teachers' playfulness on their teaching efficacy on children's play was totally mediated by their positive play beliefs.

The Effect of Teacher's Teaching-Efficacy and Classroom Environment on Peer-Play Interaction: Mediation Effect of Teacher-Child Interaction (유아교육기관 교사의 교수효능감과 교실환경이 유아의 또래놀이 상호작용에 미치는 영향: 교사-유아 상호작용의 매개효과)

  • Seo, Seok-weon;Park, Ji-sun
    • Human Ecology Research
    • /
    • v.54 no.3
    • /
    • pp.293-305
    • /
    • 2016
  • This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom teachers from the fifth Korean Child Panel (2012) of the Korea Institute of Child Care and Education. The model fitness was excellent after data were statistically analyzed with model of structure to testify the relationship and effect among teaching efficacy, classroom environment, teacher-child interactions, and peer-play interactions. First, the analysis also showed that the teacher's teaching efficacy did not influence peer-play interactions directly, but gave an indirect effect on the peer-play interactions with the mediation of the teacher-child interactions. Second, the classroom environment directly and indirectly influenced the peer-play interactions with the mediation of the teacher-child interactions. Third, the variable of teacher-child interactions was fully effective as a mediating variable in the process of the teaching efficacy and classroom environment influence on teacher-child interactions. Teaching efficacy and classroom environment influenced the peer-play interactions through the mediation of the teacher-child interactions. The significance of mediation effect of the teacher-child interactions was verified through a bootstrapping method.

A Study of The Relationship Pre-Service Early Childhood Teacher's Playfulness and Play Teaching Efficacy (예비유아교사의 놀이성과 놀이교수효능감과의 관계)

  • Park, Eun-Ju
    • Journal of Korea Entertainment Industry Association
    • /
    • v.14 no.2
    • /
    • pp.131-139
    • /
    • 2020
  • This study intended to analyze the early childhood education freshmen's academic interest. For this study relationship pre-service early childhood teacher's playfulness and play teaching efficacy. The study subjects were 145 early childhood education students in third grade at K-college in Deagu. They answered the survey regarding playfulness scale and play teaching efficacy scale. The collected data were analyzed by frequency analysis, descriptive statistics, pearson correlation and multiple regression analysis using SPSS 18.0 program. The study finding are as follows. First, the average of playfulness and play teaching efficacy were near at the intermediate-level. Second, playfulness and play teaching efficacy were significantly correlated. Third, when examining the relative effect of pre-service early childhood teacher's playfulness on play teaching efficacy, cheerfulness and improvisation is influential factor in play teaching efficacy.

The Effects of Playfulness and Sensitivity on Play Teaching Efficacy in Early Childhood Teacher (영유아교사의 놀이성과 민감성이 놀이교수 효능감에 미치는 영향)

  • Ahn, Youn-Kyoung;Choi, In Sook
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.21 no.12
    • /
    • pp.570-577
    • /
    • 2020
  • This study is aimed at figuring out the influence of early childhood teachers' playfulness and sensitivity on play teaching efficacy. The subjects of the study were 262 early childhood teachers working in kindergarten and day care centers located in J City. The instruments were the Adult Playfulness Scale, the Sensitivity Scale, and the Play Teaching Efficacy Scale. The collected data were analyzed by using SPSS. In order to find out the general background of the early childhood teachers, frequency and percentage were used. In addition, in order to assess the relationships among playfulness, sensitivity, and the play teaching efficacy of an early childhood teacher, Pearson's correlation analysis was carried out. Lastly, for examination of the effects and a relative explanation of the effects of playfulness and sensitivity on play teaching efficacy in early childhood teachers, a multiple regression analysis was conducted. The results of this study are as follows. First, there was positive correlation among playfulness, sensitivity, and play teaching efficacy in the early childhood teacher. Second, play teaching efficacy of early childhood teachers was influenced by their playfulness and sensitivity. In conclusion, the significance of this study is that there was a significant correlation among playfulness, sensitivity, and play teaching efficacy in early childhood teachers, and that both of the first two variables were factors influencing play teaching efficacy.

The Influence of Organizational Health on the Creative Personality of Teachers in Early Childhood Education: Examining the Mediating Effects of Play Teaching Efficacy (근무기관의 조직건강성이 유아교사의 창의적 인성에 미치는 영향: 놀이교수효능감의 매개효과 검증)

  • Im, Hannah;Choi, Insuk;Kim, He-ra;Chae, Jin-Young
    • Korean Journal of Childcare and Education
    • /
    • v.15 no.4
    • /
    • pp.1-20
    • /
    • 2019
  • Objective: This study was conducted to examine the mediating effects of play teaching efficacy in the relationship between the organizational health of teacher workplaces and the creative personality of the teachers. Methods: The Pearson product-moment correlation analysis and one-way ANOVA were conducted for data analysis using SPSS 25.0. For mediating analysis, Baron & Kenny's (1986) multiple regression analysis using SPSS 25.0 and the Sobel test were also implemented. Results: There were significant differences in the organizational health of the workplaces according to age, years of working experience, type of workplace, and daily working hours. For play teaching efficacy, there were significant differences according to age, education level, years of working experience, type of workplace, and daily working hours of the teacher. On the other hand, significant differences were found in terms of age and education level in relation to the teacher having a creative personality. Play teaching efficacy was found to have a full mediation effect on the relationship between the organizational health of the workplace and the creative personality of the teacher. Conclusion/Implications: The organizational health of the workplace and play teaching efficacy should be improved in order to enhance the creative personality of teachers in early childhood education.

Differences in Children's Constructive Play Quality by Teacher's Play Teacing Efficacy (교사의 놀이교수 효능감과 유아의 연령에 따른 구성놀이 질의 차이)

  • Yu, Young Eui;Shin, Eun Soo
    • Korean Journal of Child Studies
    • /
    • v.26 no.6
    • /
    • pp.111-126
    • /
    • 2005
  • Subjects were two teachers each with higher or with lower play teaching efficacy, and the 111 four and five-year-old children they taught. Using naturalistic observation, children's constructive play was videotaped and transcribed for 60 minutes on ten consecutive days in each classroom. Play was analyzed by level of constructive play, continuous length of play, variety of materials, enrichment of activities, and coherence of content. Constructive play of children whose teachers had higher efficacy in teaching play showed longer continuous play, used a higher variety of materials, and their play had more creative integrity. Five-year-olds exhibited longer continuous play, used a larger variety of play materials, more enrichment of play activity, and more coherence in play contents than four-year-olds.

  • PDF

The Effects of Early Childhood Teachers' Playfulness, Teachers'Positive Play Beliefs and Teaching Efficacy on Play on Teachers' Strategies of Problem Behavior Guidance (교사의 놀이성과 놀이신념, 놀이교수효능감이 문제행동지도전략에 미치는 영향)

  • Kwon, Hye Jin
    • Korean Journal of Childcare and Education
    • /
    • v.9 no.1
    • /
    • pp.175-200
    • /
    • 2013
  • This study focused on the relationships among teachers'playfulness, teachers'positive play beliefs, teaching efficacy on play and teacher's strategies of problem behavior guidance, and especially the mediating effects of teaching efficacy on children's play. Subjects were 151 early childhood teachers in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression, hierarchical multiple regression and the Sobel test. The main results of this study were as follows. First, teachers' playfulness and teachers'positive play beliefs had a positive influence on their proactive, positive reactive strategies of problem behaviors. On the other hand, teachers' positive play beliefs had a negative influence on their negative reactive strategies of problem behaviors. Second, teachers' playfulness and teachers'positive play beliefs had a positive influence on their teaching efficacy on play. Finally, the effects of teachers' playfulness on their proactive, positive reactive strategies of problem behaviors of preschoolers were totally mediated by their teaching efficacy on play.

The Influence of Career, Burnout, and Play-teaching Efficacy on the Job Satisfaction of Childcare Teachers (보육교사의 경력 및 소진과 놀이교수효능감이 직무만족에 미치는 영향)

  • Kim, Song Yee
    • Korean Journal of Childcare and Education
    • /
    • v.11 no.1
    • /
    • pp.481-499
    • /
    • 2015
  • The purpose of this study was to investigate the influence of career, burnout, and play-teaching efficacy on the job satisfaction of childcare teachers. Participants of this study were 201 childcare teachers in work-site daycare centers from the Seoul and Kyonggi areas. Collected data were analyzed by one-way ANOVA, Pearson's product moment correlation, and multiple regression with SPSS ver. 13.0. Major results of this study were as follows. First, there were significant differences in total play-teaching efficacy and total job satisfaction according to childcare teacher's career. Second, there were significant positive correlations between childcare teachers' career and their play-teaching efficacy, and between childcare teachers' play-teaching efficacy and their job satisfaction. Also, there were significant negative correlations between childcare teachers' career and their burnout, between childcare teachers' burnout and their play-teaching efficacy, and between childcare teachers' burnout and their job satisfaction. Finally, the most powerful predictor on job satisfaction was burnout. Further, childcare teachers' burnout, play-teaching efficacy, and career explained their job satisfaction. This study primarily suggests that efforts heightening childcare teachers' play-teaching efficacy as well as reducing their burnout according to their career is important in enhancing their job satisfaction.