Image analysis of kindergarten teachers' perceptions of education

This study aims to categorize and explore the meanings of kindergarten teachers’ perceptions of education through image analysis. A total of 152 kindergarten teachers were selected via convenience sampling and asked to draw an image representing education and provide a written explanation. Using visual grounded theory, the collected data were categorized, analyzed, and quantified by frequency and percentage. The results revealed six major perception types: “curriculum practice,” “growth and development of members,” “respect and relationship building,” “environmental support,” “a part of life,” and “school system and operation.” Subcategories included teaching, diverse instructional methods, learners’ growth, shared growth, physical environment, and the teacher as human resource. The analysis showed that teachers perceive education from various perspectives including instructional practices, educational goals, relationships among participants, the role of the environment, the essence of education as intertwined with life, and the function of the education system. Many teachers perceived education primarily as an instructional practice, which suggests the need for reflection and a self-reflective approach regarding the teacher's role as a curriculum implementer. In addition, to prevent educational perceptions from becoming fixed or biased, teachers should critically reflect on their own educational values and be able to flexibly shape these values according to educational contexts. This study suggests the importance of understanding various perspectives on education and engaging in continuous reflection.