The purpose of this study was to investigate the tendencies of educational perspectives among the directors of a kindergarten. As for research instruments, the study supplemented Teaching Perspectives Inventory(IPI) developed by Collins and Pratt to examine the subjects included 121 the directors of a kindergarten. Data were collected via a survey. TPI is divided into 5 categories - Transmission, Apprenticeship, Developmental, Nurturing, and Social Reform. It consists of 9 questions per each parts, which makes the total number of questions 45. Collected data were subjected to SPSS 23.0 and analyzed through descriptive statistics, ANOVA and M卒OVA The result showed as follows: first, the directors tend to attach importance to Apprenticeship and Nurturing, while they disregard consideration on Social Refom. Second, It analyzed the educational beliefs, educational intentions, and ucational actions of the director of the kindergarten s educational perspectives. The results showed that the educational beliefs were the highest perception, followed by the educational action and educational intention. The director is the chief executive of the preschool curriculum and has a strong 뻐uence on the education of children. In this regard, the studies conducted on directors have significant implications. In particular, the perspectives on teaching of directors with more than 25 years of educational background was highly expressed. There has been a high awareness of the educational intention and reality of the highly experienced director. It suggests that the kindergarten director s career is a very important factor. Based on the results of this study, it can be used to support collaborative mentoring, professional development assistance.