초임 유아 교사의 중도 퇴사 동기 및 지원 방안

초록

This qualitative study aimed to determine the reasons for mid-term resignations among beginning early childhood teachers and what measures to implement to support them. One-on-one in-depth interviews were conducted using a semi-structured questionnaire with five beginning early childhood teachers who had resigned mid-term. The data analysis procedure of Kim Yeong-cheon (2016) was used to derive the second category, while the final category was created in consultation with a professor of early childhood education based on the second categorized list. The analysis revealed four reasons for beginning early childhood teachers’ mid-term resignations and four corresponding proposed support plans. The four reasons for beginning early childhood teachers’ mid-term resignations were as follows: interpersonal relationships in the workplace, the working environment, disincentive and frustration because of inaccurate work instructions and frequent overtime, and limitations in teaching young children. The corresponding four proposed support plans for encouraging beginning early childhood teachers who had resigned mid-term to continue their teaching career were: resolution of conflicts in interpersonal relationships, improved working environment, systematic manuals and guidance, and support for children in need. The study revealed four reasons for beginning early childhood teachers’ mid-term resignations and what support should be provided. These findings provide meaningful basic data on how to help beginning early childhood teachers settle down in the early childhood education field.

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