Journal of Educational Innovation Research 2017, Vol. 27, No. 4, pp DOI: * Difference in Paren

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1 Journal of Educational Innovation Research 2017, Vol. 27, No. 4, pp DOI: * Difference in Parent Needs for Qualifications of Early Childhood Teachers in Types of Education Institute Purpose: The purpose of this study was to examine the characteristics of needs of parents with young children based on their recognition of qualifications of early childhood teachers in kindergartens and daycare centers and to find out if there are any differences among parents depending on the type of education institute. Method: For this, surveys have been conducted among 194 parents with young children aged 3 to 5 who are attending a kindergarten or a daycare center. Results: First, the qualifications of early childhood teachers that parents place highest priority on have turned out to be personal qualities and teaching attitudes. Second, the top priority requirements of parents with regards to teacher qualifications are found to be different between fathers and mothers as well as depending on the type of education institute. Fathers with children in kindergarten have found personal qualities and fathers with children in daycare center have found personal qualities and teaching attitudes as their top priority requirements. Mothers, on the other hand, have found both personal qualities and teaching attitudes as their top priority requirements regardless of the type of education institute. Conclusion: These study results have been discussed with respect to parent education, childhood education institutes and ways to promote teacher qualifications in teacher fostering institutes with an aim to implement the integration of kindergarten and child care center and to build a healthy childhood education community. Key words : parent's with young children, the type of education institute, teacher qualifications, needs analysis * 2014 (2014S1A3A ). Corresponding Author: Park, Ji-Yeong. Pusan National University, Dept. of Early Childhood Education, Busandaehakro, Jangjeondong, Busan, Korea, cibomato00@naver.com

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9 , (, 2009).,, Borich t-.. 1) 부모의교사자질에대한요구도및우선순위, Borich The Locus for Focus Model < -1>. M SD M SD t LF *** HH *** LL *** LL *** HH *** *** HH *** LL *** LH *** HH *** 1.30 *** p<.001 < -1>,,. Borich, (1.82), (1.73), (1.64), (1.59), (1.43), (1.39), (1.34), (1.03)

10 ., The Locus for Focus Model < -1>. LH 4.43 HH 인성적특성 LH 4.48 HH 전문적지식 교직태도 0.38 교수기술 교직태도 인성적특성 0.29 교수기술 전문적지식 LL HL LL HL < -1>, 4.43, 0.38, HH, LL. 4.48, 0.29 HH, LH, LL. 2) 부모의유아교사자질하위요인별요구도및우선순위, Borich The Locus for Focus Model < -2>. < -2>,,. Borich, 8,, (2.28), 6 (2.15), 3 (2.06)., 22 (1.95), 8,, (1.86), 4 (1.81).

11 M SD M SD t LF *** HH *** HL *** HH *** HH *** LL *** HH *** LL *** HH *** LL *** LL *** LL *** HL *** HL *** LL *** LL *** HH *** HH *** LL *** LL *** LL *** LL *** HH *** LL *** LL *** LL *** HH *** HL *** LL *** HH *** LL *** HH *** HH *** HL *** HH *** HH ** LL *** HH *** LL *** HH *** LL

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14 13, 14, 15, 16, 17,, 19, 22, 25, 26, 27,, 28, 29, , ) 유아교육기관유형에따른부모의유아교사자질에대한요구도및우선순위, Borich The Locus for Focus Model < -3>. < -3>,,. Borich, (2.64), (1.13). (2.33) (2.33), (0.50).,. Borich, (2.35) (2.35), (0.63). ( 1.64, 0.45).

15 M SD M SD t LF *** HH *** HL *** LL *** LL *** *** HH *** LL *** LL *** HH *** *** HH *** LL *** LH *** HH *** ** HH LL * LH * HH ** * p<.05. ** p<.01. *** p<.001, The Locus for Focus Model < -4>. < -4>, , HH 1, 2. Borich LF,.

16 LH 4.32 HH 인성적특성 LH 4.51 HH 교직태도 교수기술 교직태도 전문적지식 0.56 교수기술 인성적특성 0.21 LL HL LL 전문직지식 HL The Locus for Focus Model < -5>. < -5>, , HH 2. Borich LF. LH 4.43 HH LH 4.51 HH 교직태도 교수기술 교직태도 인성적특성 0.48 교수기술 전문적지식 인성적특성 0.11 전문적지식 LL HL LL HL

17 2) 기관유형에따른부모의유아교사자질에대한요구도차이 < -4>. M SD t M SD t M SD t M SD t M SD t *** 3.63 *** 4.01 *** 2.80 ** *** *** 4.79 *** 4.73 *** 4.18 *** *** ** p<.01. *** p<.001 < -4>.,..,..,,,.,. Borich The Locus for Focus Model.

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23 (2004)...,, (2016).. (1), (2005)... (2005)... (2012)... (2011)...,, (2016).. (2), (2007).. (4), (2009) (2015). :.. (2011). :, (2012)..., (2011).. (4), (2003)... Ackerman, D. J. (2004). States efforts in improving the qualifications of early care and education teachers. Educational Policy, 18, Borich, G. (1980). A needs assessment model for conduction follow-up studies. Journal of Teacher Education, 31(1), Burchinal, M., Hyson, M., & Zaslow, M. (2008). Competencies and credentials for early childhood educators: What do we know and what do we need to know? NHSA Dialog Briefs, Issue 1. Alexandria, VA: National Head Start Association Research and Evaluation Department.

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Journal of Educational Innovation Research 2016, Vol. 26, No. 2, pp DOI: * Experiences of Af

Journal of Educational Innovation Research 2016, Vol. 26, No. 2, pp.201-229 DOI: http://dx.doi.org/10.21024/pnuedi.26.2.201608.201 * Experiences of After-school Class Caring by Married Early Childhood