대전광역시 거주지 분리에 따른 교사들의 교육만족도 인식차이 분석

Abstract

The purpose of this study was to explore whether teachers’ satisfaction was different depending on residential district. The initial phase of this study was classifying Daejeon metropolitan city into administrative districts, examining average monthly income of household, private education costs, and apartment housing price, which led to confirm that there was a district separation in Daejeon metropolitan city. The second phase was to investigate difference of teachers’ satisfaction on education depending on difference of teachers themselves, level of school they worked for, and administrative districts based on data used from survey that were collected from 1,042 teachers working in elementary, middle, and high schools in Daejeon. In addition, factors influencing satisfaction level in each administrative district were discovered on the level of individual teacher and schools. Results showed that satisfaction level was different depending on teachers’ educational background, their position in school, level of school, whether the school had educational policy project or not. Satisfaction level of educational policy was analyzed by teachers depending on administrative districts and statistically significant difference were observed from each district in school autonomy, improving academic ability, morality and professionalism in teaching, management of school, educational welfare, and satisfaction level. In specific, factors that influenced satisfaction level were different depending on district such as level of class, R & D zone, and principals publically invited in Dong-gu; no private education costs in Daedeok-gu; sex, level of class, teachers’ position in school in Jung-gu; age, level of school, educational background, school without private education, and no private education costs in Seo-gu; and R & D zone and no private education costs in Yuseong-gu. This study gave insights into teachers’ satisfaction; in particular, the satisfaction was approached by separating it from residential district. In addition, this study would contribute to provide empirical data to reflect teachers’ opinion in educational policy through analyzing the difference between teachers’ attitude and recognition on educational policy depending on residential district in Daejeon.