The effect of kindergarten principals’ guidance for curriculum and early childhood teachers’ teaching creativity on early childhood teachers’ play support competency

Abstract

The purpose of this study is to analyze how kindergarten principals’ guidance for curriculum and early childhood teachers’ teaching creativity affect early childhood teachers’ play support competency. To this end, a survey was conducted on 212 early childhood teachers working in kindergartens and daycare centers located in S, I-city, and G province. To validate the reliability of the measurement tools used in this study, Cronbach's α was calculated, and pearson's correlation analysis and multiple regression analysis were conducted. The results of this study are as follows. First, kindergarten principals’ guidance for curriculum and early childhood teachers’ teaching creativity all had a statistically significant positive correlation with early childhood teachers’ play support competency. Second, teachers’ teaching creativity on teachers’ play support competency showed that teachers’ teaching creativity had a significant positive influence on teachers’ play support competency, while the relative influence of the principal's guidance on educational and childcare curriculum recognized by early childhood teachers was not statistically significant.