Self-acceptance is the Subjective Happiness of the Pre-service Childcare Teacher and Impact on Life Satisfaction

The purpose of this study is to examine the effect of self-acceptance on the subjective happiness and life satisfaction of pre-service childcare teachers on 114 learners majoring in child studies at a four-year D university in Busan. Data analysis was performed on self-acceptance, subjective happiness, and life satisfaction with descriptive statistical analysis, Pearson's correlation analysis, and simple regression analysis. The results of the study were as follows. First, the degree of self-acceptance was about average, and the degree of subjective happiness and life satisfaction was found to be higher than average. Second, there was a positive correlation between self-acceptance, subjective happiness, and life satisfaction perceived by pre-service childcare teachers, and the higher the level of self-acceptance, the higher the level of subjective happiness and life satisfaction. Third, self-acceptance was found to have a positive effect on the subjective happiness and life satisfaction of pre-service childcare teachers. This study is meaningful in verifying the influence of self-acceptance variables, and suggests the need for self-acceptance to be used as a positive psychological resource for pre-service childcare teachers.