The Impact of Pre-Service Childcare Teachers' Ego Resilience and Self-Leadership on Self-Directed Learning Ability

예비보육교사의 자아 탄력성과 셀프리더십이 자기주도학습력에 미치는 영향력

Objective: This study examined the effects of pre-service childcare teachers' ego-resilience and self-leadership on their self-directed learning ability, with the aim of providing foundational data for curriculum development. Methods: Data were collected from 283 pre-service childcare teachers enrolled at two four-year universities in Busan. The data were analyzed using Cronbach's α, Pearson correlation analysis, and hierarchical regression. Results: First, the levels of self-leadership, ego-resilience, and self-directed learning ability among pre-service childcare teachers were above average, with self-leadership showing the highest mean score. Second, singificant positive correlations were found among all variables and their respective subfactors. Third, hierarchical regression analysis revealed that self-leadership and ego-resilience sequentially influenced self-directed learning ability. Specifically, emotional regulation, behavioral strategies, goal orientation, and communication methods were identified as significant predictors. Notably, negative communication methods had a detrimental effect on self-directed learning ability. Conclusion/Implications: To promote the self-directed development of pre-service childcare teachers, curricula should be designed to integrally foster ego-resilience as a psychological foundation and self-leadership as an executive driver. In particular, given that emotional regulation and positive communicaton are key variables for self-directed learning, targeted emotional and behavioral support should be provided to reduce and replace negative communication patterns.