The Main Purpose of this study were two: ヾ To set up and
examine the kindergaten teachers' teaching role model. ゝTo
investigate the independent variables' effect on the
kindergaten teachers' teaching role-identification and role-
performance. By Exploratory Factor Analysis, 95 teaching role
items from social expectation were divided into 5 variables,
and the items of each variable were divided into 2 indicators.
655 in-service kindergaten teachers were the samples of this
study. The model of role-identifiacion influencing on role-
performance and the model of teaching role-performance were
examined by Linear Stuctual Relations. Independent variables'
effect on the dependent variables were examined by Correlation,
MANOVA, and Discriminant Analysis. A model of kindergaten
teachers' teaching role-socialization was presented in this
study, and it was most supported by the statistical results.
Kindergaten teaching role scales were set up from the oppinions
of social culture system. Novice teachers showed they rather
identifided those role variables and indicators. Role
identification influenced role performance. Role identifiation
or role performance were influenced by different teacher
training program, teaching-year, Stages in career development,
chances of in-service training, different schools, and the
ratio of teacher/childern.The model of teaching role-identity
was explained by the model of teaching role- performance, it
was set up by pre-study and fitted in this study sample by
LISREL analysis. The result of this study also showed that role-
identifcation didn't change in first 5 teaching years, but did
change along the stages of career development. In this study,
There were several suggestions about kinderga- ten teachers'
teaching role, professional growth, training progrom, and post-
studies of teaching in kindergaten.