The Effect of Self-Directed Learning Ability and Self-Leadership on Core Competencies of Preservice Early Childhood Teachers

The purpose of this study was to examine the relationships among self-directed learning ability, self-leadership, and core competencies in preservice early childhood teachers, as well as to investigate the effects of self-directed learning ability and self-leadership on core competencies. A survey was conducted with third-year students majoring in early childhood education at a three-year college. The collected data were analyzed using Pearson’s correlation analysis and stepwise multiple regression analysis with SPSS 22.0. The results revealed that both the overall self-directed learning ability and its sub-factors showed significant positive correlations with both the overall core competencies and their sub-factors. Similarly, self-leadership and its sub-factors were also positively correlated with core competencies and their sub-factors. Furthermore, sub-factors of self-directed learning ability and self-leadership were found to have significant effects on the sub-factors and overall score of core competencies. Specifically, behavioral strategies and learning planning influenced curriculum operation-planning and practice; learning evaluation and behavioral strategies affected teacher’s personality and professionalism development; learning planning, learning evaluation, and behavioral strategies impacted community connection and communication skills; learning planning and behavioral strategies influenced classroom management; and learning planning and behavioral strategies affected learner understanding and support for children's play. Overall, learning planning, behavioral strategies, and learning evaluation were found to influence the total core competency score.