Differences in Stress Mindset and Curriculum Autonomy according to 4C Competency Cluster Types among Preschool Teachers

Objectives This study aims to identify the characteristics of clusters based on preschool teachers' recognition types of the 4C competencies through a person-centered approach rather than a variable-centered approach, and to examine the differences among teachers based on these clusters. Methods This study analyzed responses from 552 kindergarten and childcare center teachers working in Seoul, Gyeonggi, Gangwon, and Chungbuk. Cluster analysis and one-way analysis of variance (ANOVA) were conducted using SPSS 21.0, followed by Scheffe's post-hoc test. Results Four clusters of preschool teachers' 4C competencies were identified: “Creativity-oriented Average 4C Group,” “4C Foundational Group,” “4C Future Education Leading Group,” and “Communication-Collaboration Oriented Average 4C Group.” There were significant differences between the clusters in terms of stress mindset and curriculum operation autonomy. Conclusions Considering the differences in stress mindset and curriculum operation autonomy across the 4C competency clusters, it is essential to explore strategies for enhancing curriculum operation and stress mindset among preschool teachers based on the characteristics of each 4C cluster.