The purpose of this study was to find out the effect of background variables,
development stage, and perception of accountability on kindergarten teachers' adaptation
to the teaching profession. The researchers surveyed 224 teachers in public and private
kindergarten. The results of the study are as follows: First, in terms of age, the older
they were, the better teachers adjusted to the teaching profession. As for their teaching
career, the more teaching experience they had, the better teachers adapted to the teaching
profession, but there were no significant differences between 6-10 years and more than
11 years. As to the level of education, four-year college graduates or graduate school
graduates adjusted better than two-year college graduates. Second, teachers in the
Capability Development Stage and Growth-Enthusiasm Stage showed a higher degree of
adaptation than those in the Entrance-Acceptance Stage. Finally, the higher perception of
accountability they have, the better teachers could adapt to the teaching profession.
Among the categories of accountability, the professional accountability affected most
highly the teachers' adaptation to the teaching profession.