The Mediating Effect of Play Sensitivity in the Relationship between Early Childhood Teachers’ Play Beliefs and Play Support Efficacy

This study aimed to provide foundational data for developing teacher education programs to enhance preschool teachers’ play support efficacy by examining the mediating effect of play sensitivity in the relationship between play beliefs and play support efficacy. A survey was conducted with 281 preschool teachers located in Cities B and Y. The collected data were analyzed using PROCESS macro 4.2 with Model 4, which is designed to test mediation effects. The results indicated the following: First, preschool teachers' play beliefs significantly impacted their play support efficacy. Second, play sensitivity also influenced play support efficacy. Third, play sensitivity played a partial mediating role in the relationship between play beliefs and play support efficacy. Based on these findings, the study discussed the necessity of teacher education programs to improve preschool teachers' play support efficacy.