초등교사의 교육헌신도에 관한 문화기술적 연구
The Ethnographic Study on Elementary School Teacher's Commitment
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참고문헌
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초록
본 연구는 참여관찰과 심층면담을 통해 학교교육을 위한 교사헌신도에 영향을 미치는 요인들을 탐색해 보는 데 목적이 있다. 연구 대상은 초등학교의 특성을 대표한다고 판단되는 공립 3개교, 사립 1개교를 선정하여 최종적으로 저학년, 중학년, 고학년 각각 두 학급의 교사를 대상으로 참여관찰을 하였다. 그리고 참여관찰에서 나타난 요인을 보다 폭넓은 자료와 정교화하기 위하여 동일의 6명교사를 대상으로 심층면담을 실시하였다. 학교교육을 위한 교사 헌신도 요인을 분석하기 위하여 관련 문헌을 검토하였고 참여관찰과 심층면담의 과정을 통해 자료를 수집하였으며 수정·보완의 과정을 거쳐서 교사 헌신도의 요인이 수업, 보상, 인간관계, 자율성의 4개영역으로 범주화되었다. 연구 결과, 수업, 보상, 인간관계, 자율성의 요인에서 모두 공통적으로 교사들이 가르치는 일에 전념할 수 있는 체제와 학교 풍토가 조성되어 있을 때 교사의 헌신도가 높았다. 자율성은 교사의 헌신에 동기를 부여하는 가장 근본적이고 중요한 요인임이 드러났다. 후속 연구에서는 문화기술적 연구의 특성상 위의 네 요인 이외에 다양한 다른 관점에서의 연구가 이루어질 수 있을 것으로 기대한다.
Abstract
The purpose of this study was to research the factors which have influenced on teacher's commitment for improving the quality of school education throughout the participant observation and the in-depth interview. For this purpose, three public schools and one private school which could be represented as characteristics of elementary school were selected. Two teachers were chosen equally from each group: the 1st grade , the 4th grade , and 6th grade. Six teachers' school-life as well as the student's school-life have been observed. The in-depth interview has been carried out to prove the factors from the participant observation. For this in-depth interview, six teachers were interviewed two or three times after observation. The studies related to this field were reviewed and the data from the participant observation and the in-depth interview were collected, revised and edited to analyze the factors of teacher's commitment for improving the quality of school education. According to this process, the factors of teacher’s commitment were categorized into four parts. These are instruction, reward, human relationship and autonomy. As a results, these factors of teacher’s commitment such as instruction, reward, human relationship and autonomy have been commonly existed when the school system and the school organizational climate where teachers could devote themselves to teach students were settled down. On these conditions, teacher's commitment was proved to be increased. Among these factors, autonomy was the most fundamental and major factor to motivate teacher’s commitment. In conclusion, it was recommended to be developed various perspectives in addition to four factors on the characteristics of ethnographic study.
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