Objectives This study classified the related factors to provide basic data for understanding and supporting factors related to the professionalism of early childhood teachers and examined the effects of subfactors of each characteristic through meta-analysis. Methods For the purpose of a meta-analysis study to analyze the degree of correlation effect size between factors related to the professionalism of early childhood teachers, data were collected from domestic master's and doctoral dissertations and academic journals published from March 2003 to April 2024 using ‘early childhood teachers’ and ‘professionalism’ as keywords. The effect sizes of the final 54 factors were analyzed using the CMA meta-analysis program. Results First, among the factors related to the professionalism of infant teachers, organizational characteristics showed the largest effect size, followed by individual characteristics, job characteristics-protection, and job characteristics-risk. Second, the subfactors of individual characteristics showed happiness, personality, ego-resilience, and sensitivity in that order. Organizational characteristics showed high effect sizes in the order of organizational commitment, work environment, organizational health, teaching beliefs, peer relationships, and organizational effectiveness. As for the protective factors of job characteristics, the level of professional development, interaction, childcare commitment, job satisfaction, teacher efficacy, coping strategies, infant development knowledge, teaching ethics, role performance, play teaching efficacy, childcare environment, and teaching motivation showed high effect sizes in that order. Job stress, a risk factor of job characteristics, showed a medium effect size. Conclusions The factors related to the professionalism of early childhood teachers studied in Korea were found to have an overall effect on professionalism, and among them, organizational characteristics showed the greatest effect. Based on the research results, follow-up research and directions for the professionalism of early childhood teachers were discussed.
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