유아교사의 유아교육기관 ESG 인식 및 중요도에 따른 교육 요구도 분석

Abstract

Objectives The purpose of this study is to explore the educational needs of early childhood educators based on the analysis of their current awareness levels and perceived importance of ESG, utilizing the Borich needs assessment and The Locus for Focus model. Methods For this purpose, a study was conducted with 202 kindergarten teachers in the metropolitan area(Seoul, Gyeonggi Province, Incheon) using SPSS 23.0 and Excel programs. Through IPA analysis, we identified areasin need ofimprovement and areasofexcess. We conducted a t-test to examine the difference between the current level and importance of ESG. Additionally, we determined the top priority for educational support by comparing the Borich needs assessment and The Locus for Focus Model. Results The main results are as follows, First, within the IPA framework, HH was categorized into four areas, all of which fall under the “S” domain. HL comprised a total of three areas, with two falling under the “E” domain and one falling under the “G” domain. LL also had a total of three areas, with one falling under each of the “E”, “S”, and “G” domains. LH consisted of four areas, with two categorized under the “E” and “G” domains. Second, The analysis of the difference between the current perception levels and importance of ESG items revealed statistically significant differences in the “E” domain. Specifically, there were significant differences inthe items related to ‘waste recycling in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ and ‘establishment of environmental performance evaluation systems in early childhood education institutions.’ In the “S” domain, there were statistically significant differences observed for the items related to the establishmentand implementation of policies for employee stability within early childhood education institutions, as well as the establishmentand implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions. Similarly, in the “G” domain, statistically significant differences were found for the items related to ‘public disclosure of management activities’ onthe website of early childhood education institutions and ‘prevention of inappropriate succession methods in early childhood education institutions.’ These differencesindicatethat these items are perceived as more important than the current level of awareness. According to the Borich Needs Assessment, the priority areas were ranked as follows:‘wasterecycling in early childhood education institutions,’ ‘prevention of inappropriate succession methods in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ ‘public disclosure of the management activities on the early childhood education institution’ swebsite, ‘and’ establishmentand implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions.' Third, According to the analysis of The Locus for Focus model, the HH domain consists of 5 items, including ‘waste recycling in early childhood education institutions,’ ‘implementation of environmental management policies in early childhood education institutions,’ ‘establishment and implementation of policies for employee stability within early childhood education institutions,’ and ‘establishment and implementation of fair trade, anti-corruption, and ethical management policies for cooperation with suppliers within early childhood education institutions,’ as well as ‘prevention of inappropriate succession methods in early childhood education institutions.’ Fourth, The results indicate a common priority for the followingitems