유아교사의 교수효능감이 디지털 교수역량에 미치는 영향 교사스트레스의 매개효과

초록

Objective: This study aims to empirically examine the structural relationships among teacher effi cacy, teacher stress, and digital teaching competency among early childhood teachers. Methods: Participants consisted of early childhood educators, and data were analyzed to verify the mediating effect of teacher stress on the relationship between teacher efficacy and digital teaching competency (by using the Process Macro.). Results: First, teacher efficacy had a significant positive effect on digital teaching competency, indicating that teachers with higher self-efficacy demonstrated greater proficiency in integrating digital tools into teaching. Second, teacher efficacy had a significant negative effect on teacher stress, showing that teachers with high efficacy tended to interpret job stress more positively and cope with challenges more effectively. Third, Teacher stress did not have a statistically significant direct effect on digital teaching competency, although a marginal positive tendency was observed. This suggests that digital teaching competency is more directly influenced by professional self-efficacy than by emotional stability. Conclusions: Teacher efficacy is the key predictor of digital teaching competency, while the indirect effect of teacher stress is not statistically significant. These findings highlight the need for integrated support systems that enhance teachers’ psychological resources and resilience in the context of digital transformation in early childhood education. Future research should expand the model to include organizational support, leadership, and collaborative culture to better understand the contextual factors influencing teachers’ digital competence.

키워드