2차 평가인증에 참여한 가정 어린이집 원장과 보육교사의 2차 평가인증에 대한 인식 연구 : 대전광역시 서구 가정어린이집 중심으로
The Perception of Accreditation of Director and Teacher In Home-Based Child-Care Center With Experience of Secondary Accreditation.
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ABSTRACT The Perception of Accreditation of Director and Teacher In Home-Based Child-Care Center With Experience of Secondary Accreditation. -Focused on Home-Based Child-Care Center in Western of Dae-Jeon City- Young-Ok, Lee Department of Early Childhood Education The Graduate School of Education Chongshin University The purpose of this study was based on the secondary accreditation of the director and teacher in order for them to find the right direction to solve the problems about the third accreditation. To achieve the goal of the study, the research questions were set up as follows: 1. How is the perception of the secondary accreditation on director and the teacher in home-based child-care center? 2. How much the director and teacher of home-based child-care center satisfied with the secondary accreditation? 3. What are the opinions of home-based child-care center director and teacher on the improvement of accreditation and their needs? In this study, the directors and 178 teachers who experienced the accreditation of home-based child-care center that is located in the western of Dae-Jeon city. To understand their perception of the secondary accreditation, the directors and teachers who experienced the secondary accreditation, they participated in survey. Survey was made in 28 questions and it's content validity and suitability were reviewed by the childhood education professionals. The collected data were analyzed with SPSS 18.0. To analyze the background of the subject of study, frequency and percentage were calculated. Also, the comparison of perception between director and teacher was verified with Cross-Tabulation(x2-test), t-test, and One-Way Analysis of Variance(One-way ANOVA). After One-Way Analysis of Variance, for the items showed significant difference, the post-test through Duncan was conducted. The results of study were summarized as follows: First, about changing child-care center accreditation operation system, notify two weeks before field observation and not notify the date of field observation was the biggest awareness of the difference on secondary accreditation than first accreditation. Adjust the notice the field observation schedule was not advisable to the director and teacher both and reducing the index item was showed very advisable in changing between first and secondary accreditation. For effective accreditation, simplification of document is must needed. As it showed, the pressure about accreditation to the director and teacher that they receive, there is suitable solution is needed in order for them to change their negative mind about accreditation to positive mind. Secondary accreditation participant chid-care center replied, teacher that worked over a year must be over 70% out of all the teachers. It was too hard to correspond and it was the most opinion about standard excellence case. For reasons, there was opinion about not enough teacher labor force and was inconsistent to standard excellence case. Child-care center health physician management standard was the most unsuitable one out of excellence cases because there are variety of medical centers that parents prefers, so there were opinions that it is not useful and not very practical. As the study showed, there must be some new set-ups for standard accreditation for the director and teacher who actually evaluated at the scene and when they make new standard accreditation, gather the opinions of director and teacher so that everyone can be agreed with it. Second, it was found that after participated the secondary accreditation was very much satisfied to the satisfaction and after participated, it was very helpful to increase the professionalism to the teachers. Dissatisfaction of the accreditation that director and teacher pointed out was to be careless to child care because of the heavy workload. Secondary accreditation was thought very instructive process by child, teacher, director, parent and etc. Also, improvement of child-care center's circumstances and facilities were showed the most positive changes. For first accreditation, the hardest part was accreditation itself and difficult to understand the indicator. For secondary accreditation, they pointed out that not notifying the date of accreditation was the hardest part so their nervousness was increased during two weeks. The pressure that they felt during the first accreditation was remained even after the secondary accreditation. For those reasons, for accreditation, must continuously study the post management that will raise the continuous maintenance and improve the quality is needed. Third, concerning opinions on the improvement of accreditation and needs for that, their opinions on evaluation cycle would be advisable to evaluate every three years. As for assistance provided for them during process was pretty satisfied in terms of quality. As the most necessary assistance for accreditation, the directors were most in want of financial aid for the maintenance of child-care centers and the purchase of teaching materials and aids, and teachers were most in need of assistant staff who could help them with their work. There were significant differences between the two groups. On the other hand, their opinions on what improvement should urgently be made in the accreditation system were analyzed, and both groups called for swift and accurate information offering on evaluation criteria. As a result of asking how the results of should be utilized, the directors replied that incentives should be provided for high-performing teachers after the implementation of accreditation, whereas the teachers answered incentives should be offered for hi-performing child-care center. The difference between two groups was significant. The result of the study showed that accreditation is being used very well in child-care center's quality management and contributed to chil