학습자, 학부모 및 교사가 기대하는 교사상 분석

Abstract

The three problems of this research are first, to find out which expectation is the most expected one among the four characteristics, these are, affection on students, effective instruction, teacher's personality and reaction for social change second, to investigate the expectations on teacher-environment relationships, these are, teacher-parent, teacher-teacher, teacher-school administrator, teacher-community and teacher-social change third, to compare which characteristics of desirable teachers are more expected between characteristics represented in the law and the above four characteristics. The samples are 1,030 from middle and high school students, parents and teachers live in big and small cities. The questionnaire consists of three independent variables, i.e, responding groups of student, parent and teacher, sex of male and female, and living area of big and small city, and three dependent variables extracted from theoretical base. The results are as follows. First, the most expected characteristic of teacher is effective instruction. This finding is contradict to a result of about 25 years ago, which presented teacher's personality was the most. There is a tendency in teacher expectation changing from teacher's personality of past to effective instruction of nowadays. Second, parents are expecting more on teacher-parent relationship than any other teacher-environment relationship while teachers are expecting more on teacher-teacher relationship. There is a need for a systematic method to increase teacher-parent relationship positively. This method may base on offering enough information on a student to the parent from teachers. Third, teachers are expecting more on the above four characteristics than the ones represented in the law. These four characteristics should be considered in teacher evaluation items.