This study investigated the current status and pedagogy of ECEC teachers and leaders, who implement the Nuri national curriculum in everyday setting of kindergarten and child care centers. The purpose of this study was to identify the main factors for better policy-makings of staff and curriculum at this stage.
Based on the main findings of staff and leader survey, first, the welfare status of teachers and leaders are still not that good in terms of long working hours and many administrative works. The division of child contact time and preparatory time for pedagogy is still lacking. The time strategy for teachers and leaders are important and they need to be systematically approached in terms of not only the working hours but also the time allocation within total working hours. Tthe preparatory and not-contact time with children also need to be secured for quality implementation and better interaction of teachers.
Second, the psycho-emotional wellbeing of teachers and leaders revealed both contradictory aspects of positive and negative feeling at the same time. ECEC teachers and leaders and happy, satisfied, and feel confident with their work and job. However, in other way, they are struggling with feeling depressed, frustration, a lot of work stress, fatigue and burn-outs. This results have shown the policy should carefully address the negative side of teachers’ feeling and psycho-emotional struggles.
Third, the overall self-evaluation of teachers and leaders’ professionalism and pedagogy was good and appropriate. But as the proportion of the respondents who answered negatively that they are not competent and good at curriculum planning and pedagogy, are persistent as approximately 30%, it is necessary to develop professional development program targeting for those lag-behind teachers. Also teachers and leaders’ perception of social recognition and respect of ECEC teachers were quite low and this low awareness of social recognition was associated with their self-efficacy and professional feeling.
The policy making for ECEC staff and curriculum are closely related, thus both policy setting and agenda need to be carefully addressed, designed, and implemented.
Table Of Contents
Ⅱ. 연구의 배경
Ⅲ. 유치원·어린이집 유아교사 실태
Ⅳ. 유치원·어린이집 원장 리더십 분석
V. 누리과정 교사 정책 제언