보육교사의 전문성 지원환경과 교사효능감 간의 관계에서 전문성 인식의 매개효과

The purpose of this study is to investigate the mediating effect of child care teachers' professional perception on the relationship between professional learning environment and their efficacy as teachers. For the purpose of the study, a total of 207 copies of the questionnaire were distributed to teachers in Busan, and the final 190 teachers' data were analyzed. Three different inventories were utilized. One was a professional perception inventory consisting of 3 domains and 55 items, the second was a teacher efficacy inventory consisting of two domains and 25 items, and the third was a professional learning environment inventory consisting of 4 domains and 36 items. In order to investigate the relationship of each variable, we conducted a correlation analysis and performed hierarchical regression analysis to verify the mediating effect of professional perception on the relationship between professional learning environment and teacher efficacy. The conclusions of this study are as follows. First, there were significant correlations among professional learning environment, professional perception and teacher efficacy. Second, the professional perception completely mediated the relationship between professional learning environment and teacher efficacy. The results of this study show professional perception should be considered as an important factor to promote professional learning environment of child care teachers and their efficacy. In other words, teacher efficacy can be developed through the enhancement of professional perception and the improvement of professional learning environment by providing various training programs for child care teachers.