This study intends to find out the current status and causes of educational authority infringement of special classes teachers in secondary schools in Gwangju Metropolitan City, as well as the recognition and support plans for the protection of teache...
This study intends to find out the current status and causes of educational authority infringement of special classes teachers in secondary schools in Gwangju Metropolitan City, as well as the recognition and support plans for the protection of teachers educational authority. In addition, this study investigated and analyzed the correlationship in perceptions on educational authority infringement, educational authority protection and its support plans upon the background variables of teachers. To verify the research problem, this study distributed a questionnaire was to a total of 127 special class teachers in 55 middle schools and 79 schools in 24 schools belonging to the Gwangju Metropolitan City Office of Education and requested responses to such questionnaire. The total collected questionnaire was 92 copies and the recovery rate was about 73%, which was used for analysis of the results.
Using SPSS 22.0 program, this study used technical statistics such as mean, standard deviation, and frequency for the status about awareness and support plan for the sociodemographic characteristics, educational authority infringement practice, and its educational authority protection of teachers in charge of special classes, and analyzed by conducting independent sample t-ttest for verification and mean difference among groups through crossover analysis.
First, the actual state of the educational authority infringement can be divided into the subject and the cause, degree, place, and time of occurrence according to the subject. Parents accounted for the most subject of educational authority infringement, followed by students. The degree of severity was more than five times higher for those who said they were more serious than those who said they were not. Teachers are experiencing serious trauma due to violent language and physical assault. Classrooms were most of the places where teacher educational authority infringement occurred with other opinions such as the classroom, the principal's office, and SNS. The occurrence time appeared in various forms such as class time, parent interviews, and student guidance, but the notable point is that the frequency of occurrence after work is high, so countermeasures are needed.
Second, it is possible to summarize the awareness degree of special teachers about the current educational authority protection policy and additional support plans. First, when asked if they knew the basic plan for the educational authority protection of teachers in Gwangju Metropolitan City Office of Education, more than half of the respondents answered that they don‘t know about it. In particular, the percentage of respondents who say they don't know in their 30's and younger teachers seems to need policy education for low-career teachers. In the establishment of educational policy for infringement of teachers' authority, there were high responses to reflect the opinions of special teachers. For the question about the counseling institution and groups for handling of educational authority infringement to the special education teachers, the response was in the order of the school educational authority protection committee, the Gwangju Metropolitan City Teacher Rights Healing Support Center, and the educational authority counseling place of Korean Teachers and Educational Workers Union. On the other hand, the response that they do not know also shows a number that cannot be ignored, suggesting that there is a need to actively promote active publicity to counseling institutions and organizations dealing with teacher rights infringement, and to actively develop programs in connection with front-line schools. When asked how to deal with infringement of teaching authority, the response methods were different for each group. In the group with less than 10 years of educational experience and total teaching experience, they said that they would tolerate or do not take action, and in the group with more than 10 years, they follow the instruction after they report to their managers. In regard to this, in response to the reason why it is difficult to actively cope with and resolve the infringement of teachers' authority, the recognition of they being a special teacher was the highest. Next, it was found that there was insufficient coordination by school managers, and that it was to maintain a trust relationship between parents and students.
As for support plans related to the infringement of teachers' rights, it was found that first of all, a social atmosphere that respects teachers should be strengthened to prevent and protect the infringement of teachers' rights. In the subgroup analysis for the subject to provide support necessary for the teachers who experienced infringement of teaching authority, schools were selected most in the teachers in their under 30s, and the Office of Education and related organizations in the teachers in their over 30s. As for the efforts of teachers to prevent educational authority infringement and protection of educational authority, it was found that enhancement of expertise should be strengthened, while establishment of a department in charge of teaching rights and the coordination role of school managers. Therefore, this study came to the conclusion that in order to improve pride and self-esteem as a special teacher, it is necessary in reality to strengthen the role of coordination of school administrators by establishing a department in charge of educational authority as well as the Office of Education and related organizations in order to intensify the coordination role of school managers.