A Q-methodological Analysis of Childcare Teachers' Support needs to Promote Happiness

Objectives The purpose of this study was to prepare basic data on how to promote happiness by applying the Q-methodology to identify support requests for promoting happiness recognized by childcare teachers and examining the types and characteristics of each type accordingly. Methods To this end, a Q questionnaire was distributed to 44 childcare teachers working at nursery schools located in B City and G Province, and Q samples were classified, and analyzed using the PC-QUANL Program. After that, cases were collected and reflected in the research results by conducting interviews with childcare teachers about their experiences in the happiness promotion support program. Results As a result of the study, the types of support requests for childcare teachers to promote happiness were classified into 4 categories. The first type is a “physical and mental well-being requirement type” where one feels physical and mental limitations and does not feel happy as a teacher; the second type is a “positive relationship well-being pursuit type” where one feels happy in a positive relationship with parents, directors, fellow teachers, and infants and toddlers as a teacher; the third type is a “work environment improvement wellbeing pursuit type” that is happy as a teacher but feels the need to improve the work environment; and the fourth type is a “proactive self-actualization well-being requirement type” that requires growth through self-actualization by working with initiative. Conclusions Based on these reserch results, the research is significant in discussions to prepare practical measures to imoprove the happiness of childcare teachers based on the characteristics of eadh type.