Play teaching efficacy and teacher-child interactions in Korea and China: the mediating roles of constructivist and play beliefs

초록

This study investigated the mediating roles of constructivist beliefs and play beliefs in the relationship between play teaching efficacy and teacher-child interactions among early childhood teachers in South Korea and China. Data from 372 teachers (Korea = 181, China = 191) were analyzed using multi-group structural equation modeling (SEM). Measurement invariance testing supported configural and metric invariance and partial scalar invariance, allowing for valid cross-cultural comparisons. Results showed that Korean teachers reported higher play teaching efficacy, play beliefs, and teacher-child interactions than Chinese teachers. Mediation analyses revealed that, for Korean teachers, play beliefs partially mediated the link between play teaching efficacy and teacher-child interactions, whereas constructivist beliefs were not significant. For Chinese teachers, both play beliefs and constructivist beliefs served as partial mediators; notably, constructivist beliefs showed a indirect effect. These findings underscore the impact of cultural and institutional contexts on early childhood education. Professional development in Korea should focus on addressing inappropriate constructivist beliefs and aligning teachers' beliefs with classroom practice, while training in China should prioritize building play teaching efficacy and integrating constructivist and play-based pedagogies.

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