본 연구의 목적은 유치원과 어린이집에 근무하는 유아교사에게 우선시 요구되는 직무역량의 항목을 구체적으로 도출하고, 유치원 교사와 어린이집 교사의 직무역량 요구에 대한 차이를 분석하는데 있다. 연구방법으로는 역할모델링의 방법을 이용하여 유아교사로서 최고의 성과를 창출하기 위해 필요한 지식, 기술, 태도에 관련된 문헌 분석을 통해 19개의 역량을 잠정 도출하고, 전문가 협의회를 거쳐 9개의 역량을 추가하여 총 28개의 직무역량 항목을 도출하였다. 이를 도출된 직무역량 항목을 검증하기 위하여 총 161명의 교사를 대상으로 설문조사를 실시하여 Borich 요구도와 The Locus for Focus Model 결과를 바탕으로 직무역량의 우선순위를 결정하였다. 연구 결과 유아교사에게 요구가 높은 8개의 직무역량이 선정되었고, 이 최우선순위의 직무역량은 교사의 근무기관에 따라 차이가 있는 것으로 나타났다.

This study aims at analyzing the most and common need of early childhood teachers` job competency. It examines the need of current job competency and future job competency and rank the priority of job competency. This study also analyzes the difference of its need between kindergarten and day care teachers. Questionnaire survey was conducted to 161 teachers. The researcher used Borich need assessment and the Locus for Focus Model for selecting the teacher competency list. As a result, 8 of the common job competency lists were selected. The competency lists are as follows: checking the safety of the indoor and outdoor facilities, managing children`s health, preparing safe and clean environment for education, developing educational materials, designing curriculum appropriate for young children`s development, supporting young children`s emotions, participating in research relevant field, and counseling with parents regarding children`s development and problems. However, the most and common job competency list was differed by teachers` working places. Interestingly, common job competency between kindergarten and day care center teachers was very similar with teachers` need of job competency in the future. In this regard, the early childhood teacher`s job competency becomes comparable, because they work with young children and their parents whose needs are similar.