Comparison of early childhood teachers' self-leadership, teacher efficacy, relationship with teacher professionalism, and experience

Objectives The purpose of this study is to analyze the research model consisting of self-leadership, teacher effi-cacy, and teacher professionalism to enhance the professionalism of early childhood teachers, and to discuss vari-ous implications for enhancing teacher professionalism by conducting comparative analysis according to experience. Methods The subject of the study was data from a survey of 275 infant and toddler teachers working at early child-hood education institutions in Ulsan and Gyeongbuk regions, and descriptive statistical analysis was conducted to confirm demographic characteristics and characteristics of key variables using the SPSS 26 program. , Pearson correlation analysis to identify correlations between key variables, and a three-stage mediation effect analysis suggested by Baron & Kenny (1986) to verify the research model were conducted. In addition, a Sobel-test was conducted to confirm the significance of the mediation effect. Results First, early childhood teachers' self-leadership had a statically significant effect on teacher efficacy and teacher professionalism, and teacher efficacy also had a static effect on teacher professionalism. In addition, it was confirmed that there is a mediating effect of teacher efficacy in the relationship between self-leadership and teacher professionalism. In addition, as a result of the comparative analysis according to experience, it was con-firmed that the influence of cognitive factors on teacher professionalism among the subfactors of self-leadership was significant in those with less than 10 years, and that it was significant in teachers with more than 10 years of experience when teacher efficacy was mediated rather than direct effects. Conclusions Based on the results of the analysis, this study discussed the need for various programs and educa-tion that can enhance self-leadership and teacher efficacy in order to enhance teacher professionalism, and in particular, it was confirmed that the predictors that can increase teacher professionalism may vary depending on experience, so it is suggested that differentiated interventions according to career are required in professional im-provement education.