ABSTRACT

This study explores how teacher resilience and organizational culture jointly shape early childhood teachers’ digital play support competence. Using data from 206 teachers in South Korea, structural equation modeling (SEM) was employed to examine the mediating role of organizational culture. Results showed that in group and developmental cultures, organizational culture partially mediated the relationship between teacher resilience and digital play support competence. However, under hierarchical and rational cultures, this mediation was nonsignificant, and resilience directly predicted competence. These findings highlight that resilient teachers thrive in supportive, trust-based organizational environments that foster innovation and emotional sustainability. The study extends the concept of teacher resilience by integrating organizational perspectives, underscoring the importance of creating psychologically safe, collaborative cultures that enhance teachers’ adaptive competence in supporting digital play within early childhood education.

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