Differences in Professionalism, Teaching Efficacy, and Self-Esteem According to Personal Variables of Childcare Teachers, and the Main and Interaction Effects of the Variables

This study was conducted to analyze the differences in professionalism, teaching efficacy, and self-esteem based on the individual characteristics of childcare teachers, and to predict their influence by analyzing the main and interaction effects among the variables. The subjects of the study were 354 childcare teachers working in Seoul and Gyeonggi-do. The results revealed the following: First, there were significant differences in professionalism and teaching efficacy according to the class in charge, age, education, and childcare experience, while self-esteem showed differences based on educational background. Second, a positive correlation was found between the professionalism, teaching efficacy, and self-esteem of childcare teachers. Third, professionalism, teaching efficacy, and self-esteem were identified as significant factors that influence one another. When professionalism and self-esteem were introduced as independent variables, they had the greatest effect on teaching efficacy. In the analysis of interaction effects, the interaction between professionalism and self-esteem was found to have the greatest impact on teaching efficacy. These findings suggest that, in order to improve teaching efficacy in a childcare environment where various factors interact, both professionalism and self-esteem must be considered together. This study aims to provide fundamental data for continuous education and to inform policies that enhance the professionalism and self-esteem of childcare teachers.