어린이집 연장·보조·대체교사 운영 실태와 개선과제

Abstract

In order to improve the quality of childcare services for infants and toddlers, it is essential to improve the competency and improving working conditions of daycare teachers. Considering long hours of wokk of Korea, the poor treatment of childcare teachers urgently needs to be improved. In accordance with these policy demands, childcare teachers at daycare centers support assistant teachers, substitute teachers, teachers in charge of extended childcare for extended childcare, which will be operated from March 2020. As a result, the number of teachers with different employment status is increasing in daycare centers. Therefore, these childcare teachers should be positioned as high-quality jobs and assigned without any gap according to the characteristics of the region and daycare centers. In this study, the needs of childcare teachers and directors of daycare centers were comprehensively analyzed. Specifically, 432 teachers in charge of extended classes at daycare centers, 490 assistant teachers, and 304 substitute teachers were surveyed on working conditions and demands for improvement. In addition, 513 directors of daycare centers across the country were surveyed on difficulties and demands when operating the daycare teachers, and the results were compared. Based on the above discussions, the direction and major strategies for operating standards, such as the assignment of assistants and substitute teachers and improvement tasks for each type of childcare teacher were also suggested. First of all, as a key strategy for improving the operation of daycare centers, assistants, and substitute teachers, diversification of support methods such as expansion of support hours and creation of work manuals to clarify the division of duties with homeroom teachers were suggested. As for the detailed plan tasks, it was proposed to improve the salary system for extended class teachers and substitute teachers, clarify the duties of assistant teachers, strengthen collaboration with homeroom teachers, and establish new standards for supporting non-homeroom teachers. In common, it is required to improve re-education in according to the purpose of support.