초등교사의 교직 헌신도를 저하시키는 요인 분석 = Analysis of Factors Degrading the Commitment of Elementary School Teachers

국문 초록 (Abstract)

이 연구는 경상남도의 각 시·군 초등학교에 근무하고 있는 교사들을 대상으 로 ‘초등교사의 교직 헌신도를 저하시키는 요인 분석’을 목적으로 진행하였다. 이를 통해서, 궁극적으로는 초등교사의 교직 헌신도를 높이는 현실적인 방안을 탐색할 수 있는 기초자료를 제시해 보고자 하였다. 연구의 수행을 위해, 교사의 교직 헌신도를 저하시키는 ‘개인(내부) 요인’을 ①성별, ②연령별, ③근무지역별, ④학교규모별, ⑤직위별, ⑥승진노력별, ⑦승진 가능별 변인으로 구분하였다. 그리고 교사의 교직 헌신도를 저하시키는 ‘환경 (외부) 요인’을 ①인간관계, ②업무관계, ③국가교육정책·제도, ④경남교육정책·제도, ⑤사회인식 변인으로 구분하여, 각각의 요인들이 초등교사의 교직 헌신도 를 저하시키는 데 어떤 영향을 미치는지 살펴보았다. 연구의 진행을 위해 설문지를 제작·배포하여 최종 570부의 설문지를 SPSS 18.0 버전 통계처리 프로그램을 통해 비모수 순위 분석, 평균 차이 분석의 방법 으로 통계처리하고 결과를 분석하였다. 자료의 분석을 통해 얻은 연구의 결과를 요약하면 다음과 같다. 첫째, 교사들은 교사의 교직 헌신도를 저하시키는 환경(외부) 요인별 영향력 에 대한 비중(순위)에 대해 통계적으로 의미 있는 응답 결과를 보여주었다. 각 영역에서 가장 중요도가 큰 요인으로 생각하는 것은, ①인간관계 요인에서는 ‘학생’, ②업무관계 요인에서는 ‘학생생활지도’, ③국가교육정책·제도 요인에서는 ‘교육공무원 승진체계’, ④경남교육정책·제도 요인에서는 ‘배움중심수업 장려’, ⑤사회인식 요인에서는 ‘학부모가 교사를 보는 인식’이었다. 둘째, 교사의 개인(내부) 요인별 차이에 따라, 교직 헌신도를 저하시키는 환 경(외부) 요인에 대한 인식에 통계적으로 유의미한 차이가 있었다. 가장 두드러 진 인식의 차이로는 국가교육정책·제도 요인에 대한 인식의 차이였다. 그리고 ①성별에 따라 국가교육정책·제도, 사회인식 요인에 대한 인식, ②연령별에 따 라 인간관계 요인에 대한 인식, ③근무지역별에 따라 국가교육정책·제도 요인 에 대한 인식, ④학교규모별에 따라 국가교육정책·제도, 업무관계 요인에 대한 인식, ⑤직위별에 따라 인간관계 요인에 대한 인식, ⑥승진노력별에 따라 인간 관계, 국가교육정책·제도 요인에 대한 인식의 차이가 많은 것으로 나타났다. 셋째, 교사의 개인(내부) 요인 각각의 집단별로 교직 헌신도를 저하시키는 환 경(외부) 요인에 대한 인식에 대해 통계적으로 유의미한 차이가 확인되었다. 각 환경(외부) 요인에 대해, 성별에 따른 남교사와 여교사 간의 인식 차이가 가장 두드러졌으며, 그 외에 연령별에 따른 차이, 근무지역에 따른 차이, 학교규모에 따른 차이, 승진노력별에 따른 차이 순으로 나타났다. 이상의 결과를 종합하여, 이 연구의 결론 및 제언을 제시하면 다음과 같다.
첫째, 교사들은 개인(내부) 요인에 따라서 교직 헌신도를 저하시키는 환경(외 부) 요인에 대한 인식 수준이 각각 다르다는 것이 통계적으로 유의미한 수준에 서 확인되었다. 따라서 교사의 교직 헌신도를 높일 수 있는 효율적인 방안을 제시하기 위해 교사의 개인별 변인 특성과 환경적 요인을 고려한 차별화된 제 도적 장치 마련과 문제 해결을 위해 노력해야 할 것으로 보인다. 또한, 학교 현 장에서 교사들이 겪는 어려움을 해소할 수 있는 대책에 대한 논의가 필요하며, 정부와 사회, 교육부와 시도교육청은 교사의 교직 헌신도 제고를 위한 방안 마 련을 위해 적극적인 노력을 기울여야 할 필요가 있다. 둘째, 경상남도의 초등교원 양성기관인 진주교육대학교와 임용기관인 경상남 도교육청이 교사의 교직 헌신도 제고를 위한 협력적 관계를 유지할 필요가 있 다. 두 기관이 예비 교사와 현직 교사에 대해 교직에서의 갈등 요소와 그에 따 른 해결방안 모색과 정책 수립에 함께 할 수 있는 협의체를 구성하고, 관련 논 의가 진행될 수 있도록 해야 한다. 셋째, 진주교육대학교에서는 교원양성 본연의 목표 구현과 함께 교육현장에 대한 괴리감을 감소시켜줄 수 있는 예비 교원 양성교육을 위해서, 교직 실무와 함께 교사의 교직 헌신도와 관련한 내용으로 강좌를 개설하는 등 이와 관련된 교육 기회를 학생들에게 제공할 수 있도록 노력을 기울여야 한다. 넷째, 경상남도교육청은 교사들의 개인(내부) 요인과 교사를 둘러싼 환경(외 부) 요인들에 의해서 교사들이 각각 다른 유형의 어려움을 겪을 수 있다는 점 을 인식하고, 이 문제를 해결해 줄 수 있는 방안에 대한 깊이 있는 고민과 연 구를 통해 일련의 내용을 프로파일링(profiling)1) 하여, 현장 교사들이 서로 다 른 다양한 환경에서 겪는 어려움을 해소할 수 있는 교육 프로그램이나 맞춤형 연수를 설계해서 교사들에게 제공할 필요가 있다.

목차 (Table of Contents)

• 국 문 초 록 ··········································································································ⅰ
• Ⅰ. 서 론 ················································································································ 1
• 1. 연구의 필요성과 목적 ····························································································· 1
• 2. 연구 문제 ··················································································································· 3
• 3. 용어의 정의··············································································································· 4
• 4. 연구의 범위 및 제한점··························································································· 5
• Ⅱ. 이론적 배경 및 선행연구 ·········································································· 6
• 1. 교직 헌신 ··················································································································· 6
• 2. 교직 헌신도··············································································································· 8
• 3. 초등교사의 교직 헌신도에 영향을 주는 요인 ················································· 12
• 4. 선행연구 ··················································································································· 34
• Ⅲ. 연구 내용 및 방법 ····················································································· 38
• 1. 자료 수집 및 연구 대상 ······················································································· 38
• 2. 측정 도구 ················································································································· 40
• 3. 연구 절차 ················································································································· 48
• Ⅳ. 연구 결과 및 해석 ····················································································· 49
• 1. 교직 헌신도를 저하시키는 요인(순위 분석) ···················································· 49
• 2. 교직 헌신도를 저하시키는 개인(내부) · 환경(외부) 요인(순위 분석) ······ 53
• 3. 교직 헌신도를 저하시키는 영역별 요인(평균차이 분석) ······························ 95
• Ⅴ. 결론 및 제언 ····························································································· 104
• 1. 요약 ························································································································· 104
• 2. 결론 ························································································································· 110
• 3. 제언 ························································································································· 111
• 참 고 문 헌 ······································································································ 113
• ABSTRACT ···································································································· 119
• 부록(설문지) ····································································································· 122