A Study on the Teacher-Related Predictors about the Early Childhood Teacher’s Autonomy in the Implementation of Early Childhood Curriculum

Abstract

Objectives: This study aimed to identify the level of autonomy early childhood teachers have in implementing the curriculum. Furthermore, the study aimed to find variables that predict early childhood teachers’ autonomy in curriculum implementation. These include “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.”Methods: This study was conducted on 375 early childhood teachers. The teachers responded to questionnaires on “their autonomy in the implementation of early childhood curriculum,” “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.” The collected data were analyzed using descriptive statistics, t-test, partial correlations, and multiple regression analysis.Results: First, early childhood teachers’ showed a high degree of autonomy in the “support for child-centered play environments and interactions” and “flexible daily management.” They showed low autonomy in “cooperation and participation with the family and local community” and “use of learning community”. Second, it revealed variables predicting the degree to which early childhood teachers’ had autonomy in curriculum implementation. This included areas such as “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.”Conclusion: This study confirms the autonomy status of early childhood teachers in curriculum implementation reflecting the 2019 revised Nuri curriculum. The study offers potential for revitalizing research on various autonomy-related factors in curriculum implementation. Educators can utilize these findings to develop teacher education programs emphasizing the importance of autonomy in curriculum implementation. Furthermore, the results are expected to contribute to the correct understanding of early childhood education and realize the necessary autonomy of early childhood teachers’ in curriculum implementation.