An Analysis of Intercultural Competence by Variables in Early Childhood Teachers

The purpose of this study is to investigate the overall aspects of intercultural competence of early childhood teachers and the differences in intercultural competence according to individual and institutional variables. The participants were 331 kindergarten and childcare teachers located in Busan, Ulsan, and Gyongsangnam-do, and an intercultural competence measurement tool was used. The results of the study are as follows. First, the intercultural competence of early childhood teachers was found to be at a higher level than average, both overall and in sub-factors. Among the sub-factors, conflict management and respect showed similarly high levels, followed by reflection and communication. Second, significant differences were observed in overall intercultural competence and sub-factors such as conflict management, communication, and reflection based on individual variables such as age, teaching experience, and educational background. Specifically, younger and less experienced teachers demonstrated higher overall intercultural competence, as well as higher competence in communication and reflection. Higher educational qualifications were associated with higher competence in conflict management and communication. Third, institutional variables such as teacher qualifications, age group of the assigned class, and institutional size showed significant differences in the sub-factors of intercultural competence, particularly in communication and conflict management. In other words, kindergarten teachers, teachers of younger age groups, and teachers in smaller institutions exhibited higher competence in communication and conflict management. This indicates the need for attention to early childhood teachers' intercultural competence and suggests the necessity to explore supportive measures considering various factors for enhancing intercultural competence.