Abstract
The purpose of this study is to clarify early childhood teachers’ perceptions and demands of teacher personality education. A survey of 224 childhood teachers was conducted, and in-depth interviews were conducted with five other teachers. The collected data were frequency analysis and qualitative analysis. As a result of the survey on the status of personality education, the most common response was that both one’s personality level and teacher education opportunities were ‘normal’. The results of each question showed the most responses to ‘participate for self-regulation and positive self-achievement’, ‘problems of working conditions difficult to participate in training’, ‘self-development affects the personality of teachers the most’, and ‘personality education programs are needed to form desirable self-concept and values’. Next, as a result of the survey on personality education needs, the highest response was “stress management method for psychological-emotional stability with appropriate convergence of theory and practice” methodically. It was summarized that the expectation of creating an educational environment through regular personality education was high, including time for self-awareness and reflection. In conclusion, this study proposed to set the development direction of character education programs for early childhood teachers.
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