Journal of Educational Innovation Research 2017, Vol. 27, No. 4, pp.79-103 DOI: http://dx.doi.org/10.21024/pnuedi.27.4.201712.79 * 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 (2014S1A3A2044390). Corresponding Author: Park, Ji-Yeong. Pusan National University, Dept. of Early Childhood Education, Busandaehakro, Jangjeondong, Busan, Korea, e-mail: cibomato00@naver.com
.. 2012 284,237 2014 311,817, 2012 614,834 2014 652,546 (, 2014)..,.,, (,,,, 2014). (Lamb & Ahnert, 2007),, (OECD, 2011). (profession development), (Maxwell, Feild, & Clifford, 2005),,.,,, (Early, et al., 2006; Son, Kwon, Jeon, & Hong, 2013; Tout, Zaslow, & Berry, 2005). (,, 2013),,,. (,, 2005;,,, 2003).,,,,..,,
(,, 2014;, 2007). (Skilbeck & Connell, 2003).,.. (,, 2012),., (, 2016;, 2014;, 2012)..,,, (, 2005),,, (,, 2012)., (,, 2016) -. (2014),.,. (2011),., (needs) (Witkin & Altschuld, 1995) (, 2009)..
, (,,, 2015). (,.,, 2008), Parke(2005).., (, 2012;,,, 2016;, 2005)., (, 2011).,,. -., (, 2007).., (,, 2013), (,, 2011), (, 2014) (,,, 2016). 1990 (, 1998),. (,,, 2016),. 5, (2013)
.,,,..,.,..,?,?. P 194. < -1>. n(%) n(%) 30 9(4.6) 20(10.3) 31-35 27(13.9) 56(28.9) 36-40 92(47.4) 89(45.9) 41 66(34.0) 29(14.9)
( ) n(%) n(%) 42(21.6) 40(20.6) 50(25.8) 62(32.0) 4 77(39.7) 74(38.1) 25(12.9) 18(9.3) 13(6.7) 3(1.5) 61(31.4) 55(28.4) 45(23.2) 33(17.0) 18(9.3) 14(7.2) 12(6.2) 1(.5) 45(23.2) 88(45.4) 300 54(27.8) 300-500 85(43.8) 500 55(28.4) 91(46.9) 103(53.1) 3 47(24.2) 4 52(26.8) 5 95(49.0) 98(50.5) 96(49.5) (2014) 5. 31 1), 9, 1). 2.. 3.. 4.. 5.. 6.. 7.. 8.,,. 9.. 10.,. 11.,. 12.. 13.. 14.. 15.. 16.. 17.,. 18. 19.. 20.. 21.. 22.. 23.. 24.,. 25.. 26.. 27.,
9, 9, 4. Cronbach s α < -2>..97.97.94.96 9.97.97.96.96 9.97.97.94.96 9.97.97.93.95 4.98.97.98.98 31 < -2>,.97,.98,.97,.97.,.9 3.96,.98,.95.96,.98., P 10. 2. 2016 1 3 P 3,4,5 230.,. 201 87%, 7 194.. 28.. 29.. 30.,. 31..
,.. Borich(1980). Borich t-,, (, 2009). 요구도, The Locus for Focus Model(Mink, Shults, & Milk, 1991). 2 : LH 3 : LL 1 : HH 4 : HL,. < -1> 1 HH, 3 LL. The Locus for Focus Model Borich t-
, (, 2009).,, Borich t-.. 1) 부모의교사자질에대한요구도및우선순위, Borich The Locus for Focus Model < -1>. M SD M SD t LF 4.47.67 4.06.70.41 8.71 *** 1.82 1 HH 4.42.68 4.05.69.37 7.74 *** 1.64 3 LL 4.38.70 4.02.72.36 7.75 ***.1.59 4 LL 4.45.76 4.06.80.39 7.68 *** 1.73 2 HH 4.43.67 4.05.63.38 8.39 *** 1.51 4.53.55 4.23.63.30 7.23 *** 1.34 3 HH 4.42.68 4.19.65.23 4.16 *** 1.03 4 LL 4.45.56 4.14.66.31 6.93 *** 1.39 2 LH 4.55.61 4.23.69.32 6.45 *** 1.43 1 HH 4.48.53 4.19.63.29 6.81 *** 1.30 *** p<.001 < -1>,,. Borich, (1.82), (1.73), (1.64), (1.59), (1.43), (1.39), (1.34), (1.03)
., 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).
M SD M SD t LF 1 4.50.78 4.09.74.41 7.77 *** 1.83 10 HH 2 4.45.73 4.15.71.30 5.88 *** 1.34 28 HL 3 4.55.70 4.09.74.46 8.95 *** 2.06 3 HH 4 4.52.75 4.08.78.44 7.66 *** 1.97 7 HH 5 4.37.78 4.07.79.30 5.31 *** 1.34 28 LL 6 4.58.73 4.10.78.48 9.07 *** 2.15 2 HH 7 4.34.79 3.97.81.37 6.28 *** 1.65 12 LL 8 4.51.75 4.00.80.51 8.69 *** 2.28 1 HH 9 4.39.77 4.02.81.37 6.17 *** 1.65 12 LL 10 4.25.82 3.91.82.34 5.74 *** 1.50 25 LL 11 4.40.74 4.07.75.33 5.71 *** 1.46 26 LL 12 4.48.76 4.11.73.37 6.63 *** 1.64 14 HL 13 4.46.76 4.10.72.36 6.39 *** 1.59 18 HL 14 4.36.78 4.07.72.29 4.98 *** 1.28 31 LL 15 4.40.78 4.05.77.35 6.09 *** 1.55 22 LL 16 4.48.72 4.06.75.42 7.75 *** 1.86 8 HH 17 4.53.72 4.07.80.46 8.10 *** 2.03 4 HH 18 4.38.74 4.02.86.36 5.92 *** 1.59 18 LL 19 4.39.78 4.02.83.37 6.24 *** 1.62 15 LL 20 4.38.74 4.07.77.31 5.48 *** 1.36 27 LL 21 4.42.76 4.06.77.36 6.11 *** 1.58 20 LL 22 4.44.79 3.99.79.45 7.20 *** 1.97 6 HH 23 4.26.83 3.91.82.35 5.77 *** 1.53 23 LL 24 4.27.79 3.97.81.30 5.49 *** 1.31 30 LL 25 4.39.76 4.04.78.35 7.01 *** 1.53 23 LL 26 4.44.72 4.02.81.42 7.22 *** 1.84 9 HH 27 4.46.77 4.10.77.36 6.49 *** 1.71 20 HL 28 4.42.83 4.06.82.36 6.24 *** 1.60 16 LL 29 4.53.74 4.08.83.45 8.06 *** 2.00 5 HH 30 4.42.84 4.06.84.36 6.76 *** 1.60 16 LL 31 4.43.77 4.05.84.38 7.02 *** 1.69 11 HH 1 4.65.63 4.27.71.38 6.96 *** 1.72 5 HH 2 4.54.63 4.36.62.18 3.67 *** 0.82 30 HL 3 4.67.61 4.29.74.38 7.54 *** 1.72 5 HH 4 4.63.63 4.23.78.40 6.78 *** 1.81 3 HH 5 4.43.71 4.27.75.16 2.75 ** 0.72 31 LL 6 4.61.63 4.26.72.35 6.61 *** 1.59 11 HH 7 4.39.70 4.13.76.26 4.65 *** 1.18 25 LL 8 4.57.69 4.16.73.41 7.94 *** 1.86 2 HH 9 4.31.75 4.07.78.24 4.30 *** 1.09 26 LL
( ) M SD M SD t LF 10 4.29.77 3.95.83.34 5.53 *** 1.50 13 LH 11 4.48.72 4.18.75.30 5.31 *** 1.33 21 HH 12 4.62.59 4.30.69.32 6.66 *** 1.41 18 HH 13 4.58.62 4.27.70.31 6.09 1.37 19 HH 14 4.49.68 4.18.72.31 6.06 1.37 19 HH 15 4.52.66 4.19.75.33 5.90 *** 1.46 16 HH 16 4.59.61 4.23.71.36 6.61 *** 1.59 10 HH 17 4.63.61 4.26.72.37 7.19 *** 1.64 9 HH 18 4.44.69 4.15.78.29 5.06 *** 1.28 22 LH ** p<.01. *** p<.001 19 4.48.66 4.14.76.34 6.29 *** 1.51 12 HH 20 4.39.68 4.20.72.19 3.74 *** 0.85 28 LL 21 4.48.64 4.20.72.28 5.48 *** 1.25 24 HL 22 4.53.61 4.09.78.44 7.39 *** 1.96 1 HH 23 4.20.80 3.96.79.24 4.06 *** 1.07 27 LL 24 4.24.76 4.05.87.19 3.26 ** 0.85 28 LL 25 4.51.64 4.18.75.33 6.20 *** 1.47 15 HH 26 4.56.72 4.19.75.38 6.22 *** 1.69 7 HH 27 4.63.59 4.23.69.40 7.91 *** 1.78 4 HH 28 4.52.71 4.16.75.36 6.04 *** 1.64 8 HH 29 4.64.61 4.31.72.33 6.04 *** 1.50 14 HH 30 4.54.73 4.22.76.32 5.70 *** 1.46 17 HH 31 4.49.64 4.21.73.28 5.29 *** 1.27 23 HL, The Locus for Focus Model < -2>. 4.43 LH 8 HH 6 22 17 3 29 4 19 26 16 1 23 10 7 18 31 9, 19 21 12 28 15 30 13,27 25 11 0.38 24 20 5 14 2 LL HL
< -2>, 4.43 0.38, HH 11. Borich LF 1, 3, 4, 6, 8,,, 16, 17,, 22, 26, 29, 31 11., 11 31. 4.48 LH HH 22 8 4 27 23 10 9 7 26 1 17 28 16 6 19 25 15 29 30 12 14 13 11 18 31 21 3 0.29 24 20 5 2 LL HL < -3>, 4.48 0.29, HH 20. Borich LF 1, 3, 4, 5, 6, 8,,, 11,, 12,
13, 14, 15, 16, 17,, 19, 22, 25, 26, 27,, 28, 29, 30 20., 20 31. 2. 1) 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).
M SD M SD t LF 4.39.81 3.78.72.61 7.84 *** 2.64 1 HH 4.32.80 3.78.70.54 6.53 *** 2.33 3 HL 4.28.84 3.73.73.55 6.71 *** 2.38 2 LL 4.30.91 3.76.82.54 6.36 *** 2.33 3 LL 4.32.81 3.76.71.56 7.24 *** 4.53.51 4.32.57.21 4.75 *** 0.95 2 HH 4.50.53 4.29.59.11 4.60 *** 0.50 4 LL 4.47.53 4.28.61.19 4.25 *** 0.86 3 LL 4.58.56 4.33.68.25 4.54 *** 1.13 1 HH 4.51.50 4.30.58.21 4.88 *** 4.52.64 4.00.69.52 7.27 *** 2.30 3 HH 4.32.80 3.95.67.37 3.78 *** 1.64 4 LL 4.42.65 3.90.66.53 7.25 *** 2.35 1 LH 4.51.70 3.98.72.53 6.53 *** 2.35 1 HH 4.43.62 3.95.65.48 6.64 *** 4.55.46 4.42.50.13 2.90 ** 0.59 2 HH 4.50.53 4.40.56.10 1.90 0.45 4 LL 4.47.47 4.35.60.12 2.52 * 0.54 3 LH 4.58.52 4.44.59.14 2.48 * 0.63 1 HH 4.51.44 4.40.52.11 2.87 ** * p<.05. ** p<.01. *** p<.001, The Locus for Focus Model < -4>. < -4>, 4.32 0.56, 4.51 0.21 HH 1, 2. Borich LF,.
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>, 4.43 0.48, 4.51 0.11 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
2) 기관유형에따른부모의유아교사자질에대한요구도차이 < -4>. M SD t M SD t M SD t M SD t M SD t.13.16.11.16.11.16.05.07.10.13 4.64 *** 3.63 *** 4.01 *** 2.80 **.04.09.04.09.04.09.02.05.04.08 4.12 ***.11.14.11.15.11.14.05.07.09.12 4.84 *** 4.79 *** 4.73 *** 4.18 ***.03.09.03.09.03.10.01.05.02.07 5.10 *** ** p<.01. *** p<.001 < -4>.,..,..,,,.,. Borich The Locus for Focus Model.
(, 2005;, 2007;, 2014;, 2003), (,,, 2014;, 2011)., (, 2009).,.,,, (5).. (Noddings, 2009)., Skilbeck Connell(2003).. (Hedges & Gibbs, 2005)..,,.,.,.,
(, 2005), (, 2008;, 2007)., (, 2008;, 2004).., Borich The Locus for Focus Model,,,. (needs),, (, 2015; Witkin & Altschuld, 1995), Borich The Locus for Focus Model.,,,,,,,.. (,,, 2008)., (,, 2005)., (,,, 2008). (4.0)..,,,.
.. (,,, 2008), (,, 2013). (,,, 2014;,,, 2016)..,..,..,,,.,.
(2014).. (3), 387-409., (2012).. (2), 25-38., (2014).. (4), 281-302. (2005)..., (2013). : Q-. (2), 239-262. (2008)... (1998)... (2007)...,, (2016). :. (1), 141-160., (2013).. (4), 361-386., (2011).. (2), 65-95. (2007)... (2004)...,,, (2008).., (2016).. (4), 313-334., (2013). :. (2), 155-176.
, (2005).., 137-155. (2012)... (2007). -..,, (2016).. (2), 271-294. (2014)...,, (2008).. 63-100.,, (2014).,. (5), 127-152. (2014)...,, (2014). :. (4), 75-93.,,, (2014). :., (2013). 5. (4), 107-133., (2012).. (2), 129-146., (2005). 1. (4), 133-152. (2000). :.., (2014).. (6), 129-148. (2005).. http://www.hani.co.kr/kisa/section- 010005000/2005/11/010005000200511291941631.html 2017 03 15.,, (2003).. (3), 241-260.,, (2011). :.
(2004)...,, (2016).. (1), 379-399. (2005)... (2005)... (2012)... (2011)...,, (2016).. (2), 361-390. (2007).. (4), 561-586. (2009).. 165-187. (2015). :.. (2011). :,. 149-191. (2012)..., (2011).. (4), 407-428. (2003)... Ackerman, D. J. (2004). States efforts in improving the qualifications of early care and education teachers. Educational Policy, 18, 311 337. Borich, G. (1980). A needs assessment model for conduction follow-up studies. Journal of Teacher Education, 31(1), 39-42. 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.
Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., Howes, C., & Barbarin, O. (2006). Are teachers education, major, and credentials related to classroom quality and children s academic gains in pre-kindergarten? Early Childhood Research Quarterly, 2,(2), 174 195. Hedges, H., & Gibbs, C. (2005). Preparation for teacher-parent partnerships: A practical experience with a family. Journal of Early Childhood Teacher Education, 26, 115 126. Lamb, M. E., & Ahnert, L. (2007). Nonparental child care: Context, concepts, correlates, and consequences. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology. Hoboken, NJ: John Wiley and Sons, Inc.. Maxwell, K. L., Feild, C. C., & Clifford, R. M. (2005). Defining and measuring professional development in early childhood research. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 21-48), Baltimore: Brookes. Mink, O. G., Shults, J. M., & Milk, B. P. (1991). Developing and managing open organization: a model and method for maximizing organizational potential. Austin: Somerset Consulting Group, Inc.. Noddings, N. (2009). Caring: A feminine approach to ethics and moral educaion. ( ). : ( 2003). OECD (2011). Staring strong III: A quality toolbox for early childhood education and care. Paris: OECD. Parke, R. D. (2002). Fathers and families. In M. H. Bornstein (Ed.), Handbook of parenting(vol. 3), being and becoming parent (pp. 27-74). New York: Psychology Press. Skilbeck, M., & Connell, H. (2003). Attracting developing and retaining effective teachers. Australian country background report, Canberra: Commonwealth of Australia. Son, S. H., Kwon, K. A., Jeon, H. J., & Hong, S. Y. (2013). Head Start classrooms and children s school readiness benefit from teachers qualifications and ongoing training. Child & Youth Care Forum 42, 525 553. Tout, K., Zaslow, M., & Berry, D. (2005). Quality and qualifications: Links between professional development and quality in early care and education settings. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 77-110). Baltimore, MD: Paul H. Brookes. Witkin, B. R., & Altschuld, J. W. (1995). Planning and conducting needs assessments: A practical guide. Thousand Oaks. CA: Sage. : 2017.10.31. / : 2017.11.07. / : 2017.12.20.
:,. : 35 194. :,.,,,. :.