The Effect of Early Childhood Teachers' Emotional Intelligence and Play Teaching Efficacy on the Creative Teaching Behavior

Objectives The purpose of this study is to examine the general tendencies of early childhood teachers' emotional intelligence, play teaching efficacy, and creative teaching behaviors, and to investigate the relationships among these variables. Additionally, the study aims to analyze the effects of emotional intelligence and play teaching efficacy on creative teaching behaviors. Methods This survey research was conducted on early childhood teachers in Gyeongnam. Data was collected from September 6, 2022 to December 2, 2022, and 262 questionnaires were collected. The statistical analysis was conducted using the SPSS 27.0 program, which included descriptive statistical analysis, t-test, one-way ANOVA, Pearson's correlation analysis, and hierarchical multiple regression analysis. Results The emotional intelligence, play teaching efficacy, and creative teaching behavior of early childhood teachers were found to be generally higher, with statistically significant differences depending on education and career. A significant positive correlation was observed between all three variables: emotional intelligence, play teaching efficacy, and creative teaching behavior. The factor with the highest effect on creative teaching behavior was belief in play teaching efficacy, followed by emotional utilization as a sub-factor of emotional intelligence. Conclusions In order to facilitate of more effective creative teaching behavior among early childhood teachers, it is essential to implement structured educational programs that enhance their emotional intelligence and play teaching efficacy.