Korean Journal of Childcare and Education (한국보육지원학회지)

Korean Association of ChildCare & Educatioin (한국보육지원학회)
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Early Childhood Teacher Self-Efficacy and Burnout by Types of Perfectionism

유아교사의 완벽주의 군집유형에 따른 교사효능감과 소진

  • 손고은 (경희대학교 대학원 아동가족학과) ;
  • 김연하 (경희대학교 아동가족학과)
  • Received : 2021.09.11
  • Accepted : 2021.12.08
  • Published : 2021.12.31
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Abstract

Objective: The purpose of this study was to classify early childhood educators' perfectionism types and to identify differences in teacher self-efficacy and teachers burnout according to the types of perfectionism. Methods: The participants of this study were 309 teachers working at early childhood education centers in Seoul, Gyeonggi-do, Daejeon, Se-jong, Kim-Cheon, and Hong-Sung, South Korea. Early childhood educators were surveyed regarding perfectionism, teacher self-efficacy and teacher burnout. The collected data were analyzed using K-means cluster analyses and analysis of covariance. Results: Cluster analyses with self-oriented perfectionism and other-oriented perfectionism as cluster variables resulted in three types of perfectionism among early childhood educators; 'self-other directed perfectionism(33.0%)', 'other directed perfectionism(35.0%)' and 'non perfectionism(32.0%)'. Educators with self-other directed perfectionism reported higher teacher self-efficacy and lower teacher burnout than educators with other directed perfectionism or with non perfectionism. Conclusion/Implications: Early childhood educators' perfectionism may be a significant personality trait linked to quality of education and care in real education settings.

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References

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