This study is for the researching kindergarten teachers about their understanding of Master Teacher System. I carry out this study to find out the tasks which are needed for making early settlement of Master Teacher System effectively in Kindergarten.

There are several questions that I have to answer to accomplish this topic. First, what are the kindergarten teachers'' opinions about the master teacher selection and appointment? Second, how do the teachers think about the master teachers'' assignment and duties? Third, do the kindergarten teachers understand about the curriculum of Master Teacher System? Last but not least, do the kindergarten teachers recognize the relationship between the master teachers and their co-teachers?

To perform this study, I have to make and distribute the questionnaire.
I used existing theses and news articles to make it. I try to find out the kindergarten teachers'' perception about the Master Teacher System and present the needed tasks for effective early settlement of Master Teacher System through the result of this questionnaire.

The research results are summed up as follows:
First, most of the teachers were found to think that it''s necessary that the Master Teacher System should be introduced into a kindergarten, and that it''s advisable to select a master teacher having more than 15 years'' teaching career as a qualifying condition. In addition, a large number of the teachers said that the Master Teacher System would be positively contributive to the curriculum of a kindergarten.
Second, to the question about what would be the most important ability at a time of selecting a master teacher, they answered the speciality in subjects, and next, they gave much weight to relation-forming ability and teaching-learning guidance ability. In addition, they went to say that it''s necessary to more intensify the current screening system, teaching competency and in-depth interview to the question about the improvements in selection & screening procedures for a master teacher.
To the question about the major factors accelerating a master teacher''s performance, many respondents answered comparatively clear role and duties of a master teacher; in addition, they showed the most responses to the opinion that it''s necessary to get a master teacher to be faithful to his/her duties besides class business by assigning a master teacher regardless of table of organization (t/o). Further, to the question about what''s the most necessary task required of fellow teachers in the relationship between a master teacher and fellow teachers, the respondents answered fellow teachers'' trust in a master teacher whereas the most necessary task required of a master teacher was found to be a master teacher''s clear role and duties.
Third, as a result of analysis of the perception gap about a Master Teacher System between a master teacher, a chief teacher and fellow teachers, it was found that the perception gap was conspicuously big in two issues of whether a master teach can acquire the qualification for an assistant director during his/her term, and who is the most advisable evaluator of a master teacher.
Fourth, the teachers at the kindergarten where a master teacher is assigned, in comparison with the teachers at a kindergarten where a master teacher isn''t, more positively responded to the question about ‘a master teacher''s assignment to an independent public kindergarten and a master teacher''s role. In addition, more of the respondents were found to show a positive view of the question about how much a master teacher will contribute to the curriculum of a kindergarten and a teacher''s job performance ability improvement. To the question about the important re-examination standard of a master teacher, respondents answered job performing attitude the most, and answered the question about who is the most advisable evaluator of a master teacher''s achievements evaluation and training completion records, with fellow teachers, and a supervisor of a District Office of Education Support.
On the contrary, the teachers at a kindergarten where a master teacher isn''t assigned answered ''track records in business'' and job-performing ability the most to the question about the major re-examination standard of a master teacher, and they were found to give much weight to a fellow teacher as an evaluator of a master teacher''s achievements evaluation, and training completion records.

On the basis of the research results as above, this study drew the conclusion as follows and gives some suggestions.
First, kindergarten teachers are expecting that the Master Teacher System will have the biggest influence on less experienced teachers'' class consulting. For that purpose, it''s necessary to more intensify the teaching ability and in-depth interview in a master teacher''s selection & screening procedures.
Second, it''s necessary to consider assigning a master teacher to a place where he/she can do his/her proper role nicely fit in with the district situation rather than unconditionally assigning a master teacher to a kindergarten equipped with constant conditions.
Third, in order to manage the Master Teacher System that could meet all teachers, there needs to be a concrete question item about fellow teachers'' satisfaction with a master teacher''s evaluation standard.
Fourth, it seems that it''s necessary to heighten the instructional speciality which is the proper duty of a master teacher in the light of the fact that the role of the Master Teacher System, which is expected to have the biggest influence on kindergarten curriculum management was found to be class opening and class consulting for newly-appointed teachers and less experienced teachers.
Fifth, with the first introduction of the Master Teacher System, there existed a question item which was difficult to clearly distinguish the role and duties of a master teacher from those of an assistant director and a chief teacher; moreover, due to the kindergarten environment where a master teacher cannot do faithfully his/her proper duties through the assignment as a teacher in charge of a class, a master teacher fails to faithfully fulfill his/her role, so it''s necessary to improve the current role and duties for securing a master teacher''s status.
Sixth, in order for the Master Teacher System to be positively get settled at a kindergarten, there needs to be a plan to dissipate the negative perception of a master teacher. For this purpose, it''s necessary to screen a master teacher equipped with professionalism, and there should be arranged an institutional backup so that the screened master teacher can do his/her proper duties faithfully.

In addition, fellow teachers are supposed to make efforts to understand a master teacher''s role and to construct cooperative relations with the master teacher. Lastly, a master teacher is required to ceaselessly do research and make efforts with pride and self-respect so that he/she can be trusted and respected. In order for the Master Teacher System at a kindergarten to be successfully implemented in line with the system''s proper purpose, it is required that concerted efforts should be made by the nation, administrator, master teacher, and fellow teachers.