The Effects of Early Childhood Teachers' Backgrounds and Competence for Building Educational Community on Parent-Teacher Cooperation

This study is to examine the relative influence of early childhood teacher's backgrounds and competence for building educational community on cooperation with parents. The sample of the research consisted of 638 early childhood teachers and they filled up a questionnaire. The collected data were analyzed by SPSS 20.0 program. The results are as follows: 1) Teacher's age, career, academic background and all sub-variables (psychological competence for partnership and social competence for sharing key values) of competence for building educational community were significantly related to all sub-variables (information sharing, information seek, and adult relations) of parent-teacher cooperation. 2) Teacher's age, career, academic background and competence for building educational community predicted parent-teacher cooperation and 'academic background` and 'psychological competence for partnership' were represented as the significant variables. This study suggests that teacher's psychological empowerment for partnership with parent toward building educational community is crucial for developing successful parent-teacher cooperation.