The purpose of this study was to examine the differences in teachers’efficacy,
professionalism, and burnout according to the participation in kindergarten evaluation.
The participants were 307 teachers of public and private kindergartens located in
Seoul, Gyeonggi-do and Incheon. Data were analyzed using t-test, one-way ANOVA,
Duncan, and step-wise multiple regression. The results of this study showed that the
teachers who had higher level of education, teaching experience, and participated 3
times in kindergarten evaluation had the highest teacher efficacy and professionalism.
Also teachers of public kindergartens had higher teacher efficacy and professionalism
than teachers of private kindergartens. Specifically, the results revealed that the
participation in kindergarten evaluation increased teachers’efficacy and professionalism,
but the burnout level of teachers was not affected by the participation in kindergarten
evaluation. These findings suggest that the participation in kindergarten evaluation
system could develop teachers’efficacy and professionalism, which would improve the
healthy development of young children.