중학교 학습자의 태권도 수련경험과 교사권위 지각에 관한 연구

Abstract

The purpose of this study is to identify the relationship between Taekwondo training experience of middle school students and the perception of teacher’s authority. The results of the in-depth interviews based on the definition of teacher authority formation factors are as follows. First, the integral authority, the group with more than a year of experience showed more positive answers and responses in the favorable feeling, affection and sense of unity than the group without training experience. In the gratitude for the teacher, both groups generally showed gratitude for the teacher. Second, in the in-depth interview regarding the legal authority, both groups gave answers showing their awareness of the legitimacy of the teacher’s authority. However, the group without Taekwondo experience did not show complete compliance by presenting appropriate criteria. On the other hand, the group with more than a year of experience showed perception and compliance with the legitimacy mostly. In general, all the respondents showed a perception of the compliance with the rights of the teacher. However, both groups showed alert against blind “compliance”. Third, in the in-depth interview regarding the competent authority, respondents generally showed acknowledgement and awareness of teaching competency of the teacher. In the perception of discipline and counseling competency, the group with more than a year experience showed higher perception and acknowledgement than the group without training experience. Fourth, in the in-depth interview regarding the exchange authority, both groups showed understanding and perception on the exchange compensation. In the perception of exchange punishment, both groups accepted exchange punishment according to intentional refusal of students. However, in the exchange punishment according to non-performance of a simple order, the group with more than a year of experience showed better compliance than the group without Taekwondo experience. In the perception of the middle school learners on the authority of teacher according to the experience of Taekwondo, group of with more than a year of experience showed more positive answers in favorability, affection, sense of unity in the integral authority category, the perception and complete compliance with teacher’s authority in the legal authority category, acknowledgement of discipline and counseling competence in the competent authority category, and exchange punishment for the non-compliance with the failure to follow a simple instruction in the exchange authority category that the group without Taekwondo training experience.