예비 유아교사의 교권 및 교권침해에 대한 인식

Abstract

The purpose of this study is to provide basic data for the development of teacher education related to teacher’s right and authority of pre-service early childhood teachers by examining pre-service early childhood teachers' perception of right and authority for teacher and infringement of right and authority for teacher. The results of the study are as follows; First, looking at the perception of teacher’s right and authority, 77.6% knew about teacher’s right and authority. As for the right to teacher’s right and authority, the right to education was the highest. 44.4% knew only the Early Childhood Education Act regarding the law related to teacher’s right and authority. Teachers had the highest share of curriculum decisions at 55.8%. Teaching method decisions were similar at 33.6% for children, 33.2% for teachers, and 33.2% for administrators. Teachers were the highest at 77.8% in early childhood guidance evaluation decisions. Teachers were the highest with 55.8% of early childhood guidance discipline determination. As for the right to status, 44.4% were aware of the non-arrest privilege. As for the request to guarantee the right to status, the right to hold status was the highest at 44.6%. Recognition of guaranteeing the right to property was the highest at 55.6% for welfare benefits. As for the request for guaranteeing the right to property, the claim for remuneration was the highest at 44.4%. The need for the role of teachers' organizations was 89%. As for the role of teachers' organizations, efforts to improve treatment and welfare were the highest at 55.6%. Second, looking at the perception of infringement of teacher right and authority, the highest understanding of infringement of teacher right and authority was violation of personality, privacy, and physical freedom due to status reasons at 77.8%. Parents were the biggest subject of infringement of teacher right and authority, with 66.8%. 100% of the opinions were that they were being infringed upon. As for the type of infringement of teacher’s right and authority, transfer of full responsibility and excessive demand for compensation due to safety accidents were the highest at 33.4%. As the main cause of infringement of teacher’s right and authority, the social atmosphere of neglecting teacher’s right and authority was the highest at 66.6%. Regarding the form of parental infringement, parental interference related to the original operation was the highest at 44.4%. In the form of infringement of teacher’s right and authority, 33.4% of class interruption and 33.2% of assault were found. Regarding the type of infringement on teacher’s right and authority, the authoritative teaching culture was the highest at 44.2%. In case of infringement of teacher’s right and authority, following the instructions after reporting to the right holder was the highest at 55.6%. The difficulty in dealing with infringement of teacher’s right and authority was the highest in passive response due to insecurity of status. In the case of infringement of teacher’s right and authority, efforts to protect teacher’s right and authority were always the highest, and professionalism was always the highest. Support from the Office of Education was the highest in response to requests for follow-up measures against infringement of teacher right. As for what should be preceded for the prevention and protection of infringement of teacher’s right and authority, the social atmosphere that respects teachers was the highest. As for the request for the prevention of infringement of teacher’s right and authority and the protection of teacher’s right and authority, the institutional supplementation and protection of early childhood teachers' right and authority was the most highly recognized. Accordingly, the necessity of teacher education for pre-service early childhood teachers' right and authority and infringement of teacher’s right and authority was discussed.