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Analysis of Relationships and Effects of Pre-service Early Childhood Teacher's Motivations of Choosing a Teaching Profession Related to Educational Belief and Self-directed Learning Readiness

예비유아교사의 교직 선택동기, 교육신념과 자기주도학습준비도의 관련 및 효과 분석

  • Yoo, Kwiok (Dept. of Early Children Education, Kyung-in women's University)
  • 유귀옥 (경인여자대학교 유아교육과)
  • Received : 2016.12.28
  • Accepted : 2017.01.17
  • Published : 2017.02.28

Abstract

This study was conducted to examine the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness. The sample included 308 early childhood education major students, and the data were collected using the Modified Orientation to Teach Survey (MOTS), Teaching-belief type scale, and self-directed learning readiness scale. A statistical analysis included correlation analysis and stepwise multiple regression analysis. The results were as follows: 1) analysis of the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness conveys that intellectual stimulation and self-directed learning had the strongest relationships while nature of work had the weakest. For educational belief and self-directed learning readiness, maturationism and interactionism showed significantly positive correlations while behaviorism displayed a negative correlation. Behaviorism had a significantly negative correlation with openness for challenge, a sub-factor of self-directed learning. 2) Analysis of the effect of pre-service early childhood teacher's motivations of choosing a teaching profession and educational belief on self-directed learning readiness indicates that pre-service early childhood teacher's motivations of choosing a teaching profession had a stronger effect on self-directed learning. These results suggest the following: successful performance as an early childhood teacher not only requires receiving institutionalized education but also self-directed learning while working as an early childhood teacher.

Keywords

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