학교구성원이 인식하는교권의 개념 탐색 및 유형 분석에 관한 연구- K도를 중심으로 -

Abstract

This study explores the current status and types of teacher awareness recognized by educational members in the K-Do Office of Education, and suggests the implications of how to view the teacher authority among educational members. It was surveyed in the K-Do Office of Education and frequency analysis, analysis of differences in perceptions between groups, and latent class analysis were conducted. The results are as follows. First, the frequency of responses to sub-factors of the perception of authority of each group was examined. It was found that the majority of teachers, students, and parents are aware of the rights of teachers as teachers, and the rights of teachers in terms of relationships (teacher/student) and authority. It was found that they showed relatively low perception compared to the side. Second, the differences in perception among groups based on the sub-factors of teacher awareness were examined. Overall, there was no significant difference in recognition among groups, but there was a large difference in recognition among groups, especially in terms of relationships and authority. Third, three types of authority recognition were derived: “Human rights-based education contents and expertise-oriented”, “Expertise and authority-oriented” and “Comprehensive authority recognition type”. As a result of comprehensive consideration, it was found that educational members in K-do have a higher tendency to recognize the power of the teacher at the legal dimension (the right side) than the sociological dimension (relational/authority side). The suggestions are as follows. First, it is necessary to train the teachers based on the derived type of recognition. Second, Research is needed to explore the characteristics of each type of recognition. Third, a national data-based study is needed regarding the status and type of authority.