The Effects of Belief in Play and Teaching Efficacy in Play on Teacher-Child Interaction of Early Childhood Teachers: Mediating Effect of Physical Environment

Abstract

Objectives The purpose of this study was to examine the relationship among belief in play, teaching efficacy in play, and teacher-child interaction of early childhood teachers. Specially, this study was to investigate the mediating effect of physical environment on the relationship among belief in play, teaching efficacy in play, and teacher-child interaction of early childhood teachers.
 Methods The study participants were 264 early childhood teachers working in daycare centers in B and Y province. Questionnaires about belief in play, teaching efficacy in play, physical environment, and teacher-child interaction were used to collect data through emails and mails. Data were analyzed using descriptive statics, Pearson correlation, Step-wise multiple regression, and Sobel test for mediating effect.
 Results First, it was found that there was a positive correlation among belief in play, teaching efficacy in play, physical environment, and teacher-child interaction. Second, it was found that belief in play, teaching efficacy in play, and physical environment were predictive variables of teacher-child interaction. Third, the mediating effect of physical environment among belief in play, teaching efficacy in play, and teacher-child interaction was found to be partially significant.
 Conclusions This result is meaningful in that physical environment is also important to improve teacher-child interaction besides belief in play and teaching efficacy in play.