유아교사의 책무성, 임파워먼트와 사회적 지지가 놀이지원역량에 미치는 영향

초록

Objectives The purpose of this study is to analyze the effect of early childhood teacher’s accountability, empow erment, and social support on play support competency. Methods The subjects of this study were 396 early childhood teachers in Gyeongnam, and a questionnaire survey about accountability, empowerment, social support, and play support competency was conducted from August 17 to 22, 2024. For data analysis, descriptive statistical analysis, ANOVA, Scheffé-test, Pearson’s correlation co efficient, and hierarchical multiple regression analysis were used by SPSS 27.0. Results First, early childhood teachers' accountability showed significant differences according to age and institu tional type. Early childhood teachers' empowerment, social support, and play support competency showed sig nificant differences according to age, career, and institutional type. Second, it was found that there was a sig nificant positive correlation between early childhood teachers' accountability, empowerment, social support, and play support competency. Third, it was found that early childhood teachers' accountability, empowerment, and social support had a significant effect on play support competency. Conclusions These results suggest that it is effective to promote accountability, empowerment, and social sup port of early childhood teachers to increase the level of play support competency.

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