Proper

Abstract

The purpose of this study was to develop the self-control scale for early childhood teachers and determine the validity and reliability of that scale. For this purpose, the study made literature review and analyzed existing local and foreign self-control scales. Through these moves, this study could assume factors of early childhood teachers’ self-control like cognitive, emotional, behavioral and meta-cognitive control. In order to test the validity of those factors, this study set 152 preliminary items. Of these items, 43 were drawn out through the 1st and 2nd content validity tests that were verified by experts. With the 43 items, the study conducted a survey of 150 early childhood teachers. For the self-control scale for early childhood teachers developed here, item quality was examined in terms of item response distribution(mean, standard deviation) and item discrimination(independent sample t-test) and test appropriateness, in terms of factor-total score correlation(correlation analysis) and inter-item consistency(Cronbach ). Through this process, 31 items of the self-control scale for early childhood teachers were finally determined, which consist of 12 items for cognitive control, 11 for emotional control, 11 for emotional control and 9 for meta-cognitive control.