Article
Infant Teachers’ Mathematical Teaching Initiative: Constructivist Belief and Play Teaching Efficacy
| e-ISSN | 2982-6845 |
| p-ISSN | 1226-4474 |
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Abstract
This research carefully selects variables that would affect child care teachers’ mathematical teaching initiative as constructivist belief and play teaching efficacy. specifically, this research verifies whether child care teacher’s mathematical teaching initiative relates to constructivist belief and play teaching efficacy. Furthermore, we examine infant teachers play teaching efficacy might mediate the influence of constructivist belief on mathematical teaching initiative. In order to solve our research problems, a questionnaire survey was conducted through a random-sampling method that was sent to 210 teachers-in-charge who belonged to childcare centers located in both Seoul and Gyeonggi province in South Korea. For data analysis, IBM SPSS 21.0 was used to analyze the frequency, descriptive statistic, Pearson’s correlation analysis, and multiple regression analysis. The main study results are as follows. First, infant teachers’ constructivist belief, play teaching efficacy had a positive relationship with mathematical teaching initiative. Second, infant teachers’ play teaching efficacy mediated the influence of constructivist belief on mathematical teaching initiative. This means that infant teachers’ constructivist belief predicts mathematical teaching initiatives directly and indirectly through play teaching efficacy. This study provides implication for teacher education program development.