Measuring quality of curriculum implementation and teaching in childcare centers using accreditation standards in South Korea

The present study develops and introduces the Korean Childcare Curriculum Implementation Inventory (K-CCII), a self-report inventory for childcare teachers that focuses on curriculum implementation and teaching, based on accreditation standards for childcare centers in South Korea. Twenty-five criteria about curriculum and teaching were derived from the accreditation standards and employed as items in the K-CCII. A total of 196 teachers evaluated their classroom practices using the K-CCII. Through exploratory and confirmatory factor analyses, acceptability and fitness of two separate versions of the K-CCII (the five-factor model and the four-factor model) were explored. The factor analysis results indicated that both models of the K-CCII were moderately acceptable. Sensitivity of the K-CCII was examined through associations with teacher and classroom characteristics. Teachers' educational levels were positively associated with the K-CCII factors related to curriculum implementation and planning, and child-teacher ratios were negatively associated with the factor regarding daily routines. The overall factor scores of the K-CCII rated by teachers in non-profit centers were significantly higher than those in for-profit centers.