어린이집 원장이 생각하는 보육교사 휴게시간 운영의 의미와 고충

Abstract

Objectives This study explored the meaning and difficulties of the head of the daycare center due to the mandatory operation of rest time.
 Methods For this purpose, in-depth interviews were conducted from August 20 to September 20, 2021 with 7 principles of child care centers in Seoul using the phenomenological and qualitative research method of Colaizzi (1978). Data analysis is used by the phenomenological rearch method of Colaizzi (1978) to repeatedly read the transcribed content, also grasp the overall context of the experience of operating break time, explore related experiences. therefore a collection of topics is categorized, so that can reveal this structure and finally Four thematic collections and ten constructive meanings were derived.
 Results A total of 4 themes and 10 compositional meanings were derived from the meaning and grievances of child care center director’ thought about daycare center teachers' compulsory rest time operation. The meaning of the break time operation was shown to firstly secure private time for teachers, and to improve the quality of welfare of childcare teachers by recharging energy through rest. Secondly, the director of the daycare center considered it meaningful to change the positive perception of parents and the director himself that childcare teachers have a right and secure a rest time through break time operation. The difficulties in operating break time are. First, the difficulty of operating an institution that does not take into account the position of the director who is the operator of the daycare center, the director who takes notice of the daycare teachers, and the operational ability of the director between the break time system and practice due to the possibility of safety accidents for infants and young children. As a result, relationships with members were difficult. The second difficulty of the daycare center director is that he constantly handles work even during breaks, intermittent breaks time for teachers due to individual childcare for infants and toddlers, and the lack of work of assistant teachers replaced to ensure breaks for homeroom teachers. It appeared as an obligatory break time, which could be just a pleasant illusion due to the ambiguous boundary of rest.
 Conclusions Through this study, the child care center principle should build a partnership that strengthens his/her ability to flexibly respond to the legal system as a manager, and the teachers and directors are more familiar with applying the break time-related system etc., should be given more benefits, and it is considered that a continuous fact-finding survey on the operation of break time is necessary.