교권조례 및 학생인권조례를 통해 본 교권의 의미 분석

Abstract

The purpose of this study is to analyze the meaning of teacher’s authority stated in the related local laws. This study analyzed current state of enactment, title of the ordinance, main articles, notion of teacher’s authority, and its regulation. Through the analysis, this study drew a conclusion as follows: First, the conception of teacher’s authority is defined as ‘teacher’s educational authority’ by the 5 ordinances and 2 ordinance bills. Next, there is a big difference among cities and provinces in determining whether the 7 ordinances and ordinance bills regarding teacher’s authority would be able to secure teacher’s authority as ‘teacher’s educational authority.’ Last, 4 student human rights ordinances are subject to be or are insufficient in protecting teacher’s authority. In conclusion, this study proposed improvement plans in the following manner: First, it is necessary to regulate rights and responsibilities of the agents of authority as one ordinance. Next, it is essential to provide institutional strategy in order to investigate, to mediate, and to resolve problems occurring while teacher’s authority and rights of student and parents contradict.