유치원과 어린이집 교사의 직무에 대한 인식: 수행빈도, 중요도, 난이도를 중심으로

Abstract

In this research, the effort is made in seeking for analyzing frequency, priority, and the level of difficulty of the task of kindergarten and childcare teachers and for implications derived from those aspects. In regard to these, online survey was made to collect data with the respondents of 1,468 kindergarten and 1,218 childcare teachers. Despite the subtle differences oriented from the institution types, similar responses are reported in that the teachers of both types of institutions carry out various tasks more than the level of average and they regard all areas of tasks as being respectively important more than the level of average as well, in comparison with that awareness on the level of difficulty was relatively lower. Areas frequently conducted and considered important most are the ones related with the task of teaching and child caring and the area relevant to parent consultation appears to be most difficult to conduct amongst all areas of tasks. Data also reveals that, on conducting their tasks, teachers of kindergartens and childcare centers both take overwork as the difficulty and the most necessitated turns out to be the support in securing assistant staff and in receiving their overtime pay. With results taken into consideration, policy suggestions are made.