유아교사의 디지털 리터리시가 디지털 놀이교수효능감에미치는 영향

초록

The Effect of Digital Literacy of Early Childhood Teacherson the Digital Play Teaching Efficacy* DOI http://dx.doi.org/10.62783/SHSS.8.3.5 Nawoon Park** & Sangock Jang*** Abstract: The purpose of the study is to understand the difference between digital literacy and digital play teaching efficacy by characteristics of early childhood teachers and the effect of digital literacy on digital play teaching efficacy. A questionnaire survey was conducted on 378 early childhood teachers in the metropolitan area, Sejong, Incheon, Daegu, and Gyeongnam, and descriptive statistical analysis, one-way variance analysis, and simple and step-by-step regression analysis were performed with SPSS. Digital literacy of early childhood teachers showed significant differences according to age, education, career, and institutional type, and digital play teaching efficacy according to career and institutional type. Digital literacy of early childhood teachers and its sub-factor, knowledge literacy, were strong variables predicting the effectiveness of digital play teaching. In order to increase the effectiveness of early childhood teachers in digital play teaching, it is very effective to promote knowledge literacy among digital literacy, and when providing digital-related teacher education or training, it is necessary to consider the characteristics of teachers that affect these variables. Key Words: Early Childhood Teacher, Characteristics, Digital Literacy, Digital Play Teaching Efficacy, Effect □ 접수일: 2026년 5월 18일, 수정일: 2026년 6월 10일, 게재확정일: 2026년 6월 20일＊ 이 논문은 주저자의 석사학위논문을 수정·보완한 것임. ** 주저자, 창남초등학교병설유치원 교사(First Author, Teacher, Kindergarten Affiliated with Changnam Elementary School, Email: nawoon1203@naver.com)*** 교신저자, 경상국립대학교 유아교육과 교수(Corresponding Author, Professor, Gyeongsang National Univ., Email: sojang@gnu.ac.kr)

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