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The purpose of this study was to investigate the construct validity of the Penn Interactive Peer Play Scale on the parent version. The participants of this study were 231 children in the Seoul and Gyeonggi provincial areas. The instruments included the 32-item exploratory PIPPS (Choi & Shin, 2008), and the Preschool Behavior Questionnaire (PBQ; Park, 1992). The data were analyzed by descriptive statistics, factor analysis, Pearson's r and Cronbach α. The results were as follows. First, the PIPPPS on the parent version was validated with supporting three factors: Play Disruption, Play Disconnection and Play Interaction with 30 items. The sub-factors of the PIPPS were related with those of the PBQ as criterion measurements. The reliability coefficients of the sub-factors of the PIPPS were ranged from .78 to .82.

The purpose of this study was to investigate the influences of organizational culture and childcare teachers' job satisfaction on their intention to change jobs. The participants of this study were 290 childcare teachers from the Busan and Gyeongnam areas. The instruments used in this study were the Organizational Culture Scale (4 factors with 16 items), Childcare Teacher's Job Satisfaction Scale (6 factors with 40 items), and Childcare Teacher's Intention to Change Jobs Scale (1 factor with 7 items). The data were analyzed by descriptive statistics, one-way analysis of variance, Pearson's product moment correlation, and stepwise multiple regression with SPSS ver. 21.0 software. The results were as follows: First, the higher childcare teachers' intention to change jobs, the lower was their monthly income, age, and career level, and the total number of children that they had to serve. Second, there were significant positive correlations between childcare teachers' intention to change jobs and their innovative, collective, and rational organizational culture. Further, there were significant negative correlations between childcare teachers' intention to change jobs and hierarchical organizational culture. and between childcare teachers' intention to change jobs and their job satisfaction. Finally, childcare teachers' intention to change jobs was found to be 46% about job satisfaction and organizational culture and was explained the most by the director's childcare center management. This study primarily suggests that a director's role is important in the lowering of childcare teacher's intention to change jobs.

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The purpose of this study was to identify key components in developing educational programs designed to enhance pre-service teachers' professionalism. Key program characteristics identified and implemented through this study are as follows: First, programs should provide opportunities for trainees to reflect on goal identification and setting goals as professional teachers. Second, programs should emphasize the relationship between the pre-service teachers' personal qualities and professional development. Third, programs should include and integrated and holistic approach to integrating content and teaching methodology. Fourth, the program's educational content should unfold in a gradual and sequential manner. Fifth, the program should support a strong relationship between senior teachers and juniors pre-service teachers. Sixth, the program should take advantage of the physical and human resources in the pre-service teacher's community. Seventh, the program should employ circular and formative evaluation of contents and teaching methods as a way of facilitating development and improvement. This study develops and demonstrates an extensive model program that fits these criteria. Also included is discussion related to further studies.