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The Effects of Desire for Self-development and Child Care Commitment on Professional Development Level of Child Care Teachers

The purpose of this study was to determine the relative impact of child care teachers' desire for self-development and child care commitment on professional development level. The survey was conducted in 277 child care teachers at child care centers in Incheon city and Gyeonggi-do Province. The collected data were statistically processed using an SPSS 23.0 program. Descriptive statistics was used to determine child care teachers' socio-demographic characteristics; Cronbach's alpha coefficient was estimated for reliability of the instruments. Pearson's correlation analysis was carried out to determine the correlation between research variables. Lastly, multiple regression analysis was performed to determine the relative impact of child care teachers' desire for self-development and child care commitment on their professional development level. The results of this study can be summarized as follows. First, significant positive correlation was found among all of child care teachers' desire for self-development, child care commitment, and professional development level. Second, the relative impact of child care teachers' desire for self-development and child care commitment on their professional development level had meaningful explanatory power. These results suggest that child care teacher's desire for self-development and child care commitment can be important factors for teacher's professional development level.