어린이집 원장의 진정한 리더십과 교사와 유아 간의 상호작용 간의 관계: 교사 전문성 인식의 매개효과

초록

This study aimed to examine the mediating effect of teachers’ professionalism perception on the relationship between childcare center directors’ authentic leadership perceived by early childhood teachers and teacher–child interaction. For this purpose, data were collected from 189 childcare teachers working in childcare centers located in Gyeonggi and Jeolla provinces in South Korea. The results of the study revealed that childcare center directors’ authentic leadership perceived by early childhood teachers, teachers’ professionalism perception, and teacher–child interaction were all significantly positively correlated. In addition, teachers’ professionalism perception was found to have a mediating effect on the relationship between childcare center directors’ authentic leadership and teacher–child interaction. These findings suggest that, in order to enhance the quality of teacher–child interaction in educational practice, it is important to consider the leadership of childcare center directors, particularly authentic leadership, as well as teachers’ professionalism perception as significant influencing variables. The study highlights the importance of fostering authentic leadership in childcare settings and supporting teachers’ professional awareness to improve the quality of interactions between teachers and young children.

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