游戏教学效能对幼儿教师工作场所内的社会支持与师幼互动关系的中介效应

Hyo-jin Jeon, Hyuk-jun Moon
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引用次数: 0

摘要

目的 本研究探讨了游戏教学效能在幼儿教师工作场所社会支持与师幼互动关系中的中介效应。方法 收集首尔市区 123 名托儿所学前班教师和 119 名幼儿园班主任的数据,以了解职场社会支持、游戏教学效能感和师幼互动。收集到的数据使用 SPSS 25.0 和 AMOS 18.0 程序进行了分析。结果 首先,幼儿教师的职场社会支持、游戏教学效能感和师幼互动之间存在明显的正相关。其次,游戏教学效能在一定程度上调节了幼儿教师社会支持与师幼互动之间的关系。结论 这些结果要求教育机构努力加强对教师社会支持的积极支持。此外,研究结果还强调有必要为教师制定鼓励游戏教学效能感的教育计划,以增强师幼互动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Mediating Effect of Play Teaching Efficacy on the Relationship Between Early Childhood Teachers’ Social Support Within the Workplace and Teacher-Child Interactions
Objectives This study examined the mediating effect of play teaching efficacy in the relationship between early childhood teachers’ social support within the workplace and teacher-child interactions. Methods The data were collected from 123 teachers in preschooler classes at daycare centers and 119 homeroom teachers in kindergartens in the Seoul metropolitan area to find out social support in the workplace, play teaching efficacy, and teacher-infant interaction. The collected data were analyzed using SPSS 25.0 and AMOS 18.0 programs. Results Firstly, there were significant positive correlations among early childhood teachers’ social support within the workplace, play teaching efficacy, and teacher-child interactions. Secondly, play teaching efficacy partially mediated the relationship between early childhood teachers’ social support and teacher-child interactions. Conclusions These results demand that the efforts of the educational settings to enhance positive support for the teachers’ social support. Moreover, the results stressed the need to develop education programs for teachers to encourage play teaching efficacy in order to enhance teacher-child interactions.
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