Abstract
The purpose of this study is to help early childhood teachers objectively recognize their teaching competency and to measure coaching competence more reliably to enable various program development and educational approaches based on coaching competence in the future. For this purpose, two research questions were established. First, the item composition of the early childhood teacher's coaching competency scale was conducted through three steps: preliminary item selection process, scale development process, and test reliability and validity. Six components with 36 questions were selected: competency, questioning competency, listening competency, and recognition/feedback competency. Second, reliability and validity were verified through Cronbach's α coefficient and model fit index of the early childhood teacher's coaching competency scale. Conclusion, the six components developed as a result of this study are important factors constituting the coaching competency of early childhood teachers based on positive psychology as a theoretical background.
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