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August 28, 2026Korean Journal of Child StudiesOpen Access

Effect of Parent-Teacher Partnership on Early Childhood Teachers’ Autonomy in Curriculum Implementation: Mediating Role of Teachers’ Awareness of Their Rights

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Authors

GKGa Hyeon KimJKJihyun Kim

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Overview

Cross-sectional survey reveals positive effects of parent-teacher partnerships on curriculum autonomy in early childhood educators, indicating professional rights awareness mediates this link.

Key Points

  • To examine the effects of parent-teacher partnerships and teachers' awareness of their professional rights on autonomy in curriculum implementation, focusing on the mediating role of rights awareness.
  • Surveyed 288 early childhood educators serving as homeroom teachers for children aged 3 to 5 years using self-report questionnaires.
  • Assessed curriculum autonomy, parent-teacher partnerships, and professional rights awareness using SPSS 27.0 and PROCESS macro 4.2 model 4 with bootstrapping mediation procedures.
  • Parent-teacher partnerships and teachers' awareness of their professional rights both exerted significant positive effects on teachers' autonomy in curriculum implementation.
  • Teachers' awareness of their rights partially mediated the link between parent-teacher partnerships and curriculum autonomy, indicating both direct and indirect enhancement pathways.

Cite This Study

Kim et al. (2026) studied this question.

synapsesocial.com/papers/6a914622d15324a1df3a98eahttps://doi.org/10.5723/kjcs.2026.47.3.59
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Also Consider

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  4. 4Teacher autonomy: the impact of evidence-based practices and social validity2026
  5. 5The Pros and Cons of Preschool and Early School Teachers’ Collaboration With Parents in the Light of Their Experiences2024