The Impact of Early Childhood Teachers' Play Support Competency on Digital Competency: Focusing on the Mediating Effect of Creative Teaching Efficacy

Objectives The purpose of this study is to analyze the mediating effect of early childhood teachers' creative teaching efficacy on the play support competency and digital competency of early childhood teachers. Methods The study participants were early childhood teachers working at daycare centers and kindergartens in Jeju Special Self-Governing Province. A survey was conducted, and a total of 206 responses were used for analysis. The collected data were analyzed using the SPSS 25.0 statistical program, applying frequency analysis, reliability analysis, correlation analysis, and hierarchical regression analysis. To verify the significance of indirect effects, the Sobel test was applied. First, frequency analysis was conducted to examine the general characteristics of the study participants, and internal consistency coefficients were calculated to assess the reliability of the scale. Second, correlation analysis was performed to examine the relationships between the variables. Third, Baron and Kenny’s (1986) three-step mediation analysis was conducted for the research model, and the Sobel test was used to verify indirect effects Results The results of the study were first found to have a positive correlation with early childhood teachers' play support competency, digital competency, and creative teaching efficacy. Second, there was a positive correlation between the play support competency and digital competency of early childhood teachers. Conclusions This study suggests that enhancing the professionalism of early childhood teachers requires an educational approach that organically integrates play support competence, digital competence, and creative teaching efficacy, rather than focusing on strengthening a single competency.