This study aims to develop a self-leadership program by life stage and a linking model, considering the developmental stages of teachers for pre-service and in-service early childhood teachers’ happy life. For this purpose, in Year 1 (December 2014 - ...
This study aims to develop a self-leadership program by life stage and a linking model, considering the developmental stages of teachers for pre-service and in-service early childhood teachers’ happy life. For this purpose, in Year 1 (December 2014 - November 2015), basic research was performed to explore the internal and external factors that affect early childhood teachers’ happiness and self-leadership, and in Year 2 (December 2015 - November 2016), based on the results of the basic research in Year 1, a self-leadership program in life stages and a linking model were developed for early childhood teachers’ happy life. The contents of the research performed in each year are as follows: In Year 1, through the consultation between researchers, appropriate questions were selected for individual subjects, and a survey was conducted. As the subjects of the final analysis, 916 pre-service and in-service early childhood teachers were selected (586 pre-service teachers and 330 in-service teachers), and the internal and external factors that affected their happiness and self-leadership were analyzed. In addition, in order to draw high-quality effects on the collected data, a seminar with the analysis method were conducted two times with inside researchers, and through this, this study drew the main implications, internally. The result of the final analysis and the main matters of discussions in the research team in Year 1 were reflected in the plan for conducting research in Year 2. In Year 2, theoretical standards were drawn, based on an analysis of literature of specific components for the development of the program. Then, after developing questions of the survey of the demands for the program development composed based on this, a survey was conducted, and practical standards were drawn, analyzing the requirements of 1,130 pre-service and in-service early childhood teachers selected as the subjects of the final analysis (873 pre-service teachers and 257 in-service teachers). As a result of the analysis, the classification of the pre-service early childhood teachers into the lower grades and the upper grades by grade and the classification of the in-service early childhood teachers into low/medium/high career by teaching career were discussed as the main issues, which was reflected in the draft proposal. The subjects of the program classified based on theoretical and practical standards were, overall, reflected in the perspectives, objectives, contents, methods and operating methods of each self-leadership program, and through consultation with experts for the developed draft proposal, professors of the department of early childhood education and teachers in the field, the suitability of the program was tested. In addition, by conducting a test of field suitability with the pre-service early childhood teachers and in-service early childhood teachers, this study drew enhancements and complementary points for the actual application. After the completion of the experts’ verification and on-site suitability verification of the program and the draft proposal, this study finally tested the suitability of the program draft proposal developed through Years 1 and 2 with the members of the joint research team. As a result, it was judged that it is necessary to modify and supplement it in terms of the contents and operating methods of the draft proposal, and the final draft of the program and the linking model were proposed based on this. In addition, this study discussed drawing and spreading the research achievements of the self-leadership program by life stage and the linking model for early childhood teachers’ happy life.