전문상담교사의 역할에 대한 전라북도 초등학교 담임교사의 기대와 평가

조윤경(Cho Youn Kyung),정지영(Jeong Ji Young),임은미(Lim Eun Mi) 한국교원교육학회 2018 한국교원교육연구 Vol.35 No.3

이 연구에서는 전문상담교사의 역할에 대한 전라북도 초등학교 담임교사의 기대와 평가를 탐구하였다. 이를 위해 전라북도 초등학교 담임교사에게 8개 영역의 39항목으로 구성된 전문상담교사 역할을 제시하고, 각 역할에 대한 기대와 평가를 묻는 설문조사를 실시하였으며, 302명의 응답 자료를 최종 분석하였다. 전문상담교사에 대한 초등학교 담임교사의 기대는 5점 만점 중 4.50으로 매우 높았으며, ‘내담자 보호’, ‘위기상담’, ‘학교상담 행정업무’, ‘개별 및 집단상담’의 순이었다. 순회교사가 배치된 학교의 담임교사는 ‘생활지도 체제지원’, ‘학교상담 행정업무’, ‘위기상담’, ‘부모교육’, ‘아동이해 정보제공’에서 기대가 낮은데 비해, 미 배치 학교의 담임교사는 ‘생활지도 체제지원’, ‘위기상담’, ‘아동이해를 위한 정보제공’에 대한 기대가 높았다. 상담연수를 받지 않은 교사들은 전체 하위영역에서 전문상담교사의 역할에 대한 높은 기대를 보였다. 전문상담교사의 역할에 대한 초등학교 담임교사의 평가는 5점 만점에 3.65로 전체적으로 기대(4.50)에 기대에 미치지 못하였다. 비교적 높은 평가를 받은 전문상담교사의 역할은 ‘내담자 보호’, ‘위기상담’, ‘학교상담 행정업무’, ‘개별 및 집단상담’ 등이었다. 상주 전문상담교사가 배치된 학교에 근무하는 담임교사들은 ‘내담자 보호’, ‘학교상담 행정업무’, ‘부모교육’에서 전문상담교사의 역할에 대하여 높은 평가를 내렸다. 전문상담교사 미 배치 학교의 담임교사는 ‘내담자 보호’, ‘학교상담 행정업무’, ‘부모교육’에서 기대보다 유의하게 낮은 평가를 보였다. 이 연구는 전라북도 초등 상담의 현장에서 전문상담교사와 가장 긴밀한 협조를 해야 할 담임교사의 시선으로 전문상담교사의 역할에 대한 기대와 평가를 알아보았다는 점에서 의의가 있다. In this study, we investigated the elementary school homeroom teachers’ expectations and evaluation about school counselors’ role in Jeonbuk. For these purposes, the researchers performed the questionnaire which consisted of 39 items of 8 sub-factors for elementary school homeroom teachers in Jeonbuk. The role expectations of elementary school homeroom teachers about school counselors were very high(M=4.50 points out of 5.00). While the expectations of the Client Protection, the Crisis Counseling, the Clerical Jobs for School Counseling, the Individual and Group Counseling were high, that of guidance was low. The homeroom teachers of the schools which have visiting school counselors had low expectations in the Systemic Support for Guidance, the Clerical Jobs for School Counseling, the Crisis Counseling, the Parents Education, the Information Giving for Understanding Children, whereas the homeroom teachers working in the schools without school counselors had high expectation about the Systemic Support for Guidance, the Crisis Counseling, the Information Giving for Understanding Children. Teachers who did not receive counseling training showed high expectations for the role of school counselors in all sub-factors. Homeroom teachers’ evaluation about school counselors’ role performance(M=3.65 points out of 5.00) was lower than expected. School counselors’ role performances received high evaluation were the client protection , the crisis counseling , the Clerical Jobs for School Counseling , and the individual and group counseling . Homeroom teachers who have full-time school counselors evaluated high about the roles of school counselors such as the Client Protection, the Clerical Jobs for School Counseling, the Parents Education. The homeroom teachers working in schools without school counselors evaluated significantly lower than expected about school counselor’s roles in the Client Protection, the Clerical Job of School Counseling, and the Parents Education. This study was meaningful in that it provided information on the expectations and evaluation of school counselors’ roles in the view of homeroom teachers who should cooperate closely with school counselors in the field of elementary school counseling.

An Assessment of Teachers’ Reactions to Public Kindergarten Teacher Evaluation System of Performance-Based Bonus Pay in South Korea

유은영,하봉운 한국유아교육학회 2018 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.24 No.1

This study investigated how, and to what degree, performance-based bonus pay programs in South Korean public kindergartens have influenced teachers to improve their teaching behaviors. The data were collected through a survey covering 225 teachers, with a 75 percent response rate. Based on similar previous research, the survey was developed to include nine factors (understanding and acceptance of the system, impact on their teaching and work, evaluator, fair evaluation process, fair evaluation results, accurate evaluation results, stress, and [vice] director’s support) using five-point Likert scales. The teachers indicated their unclear understanding of the evaluation system and felt that the process was unreasonable, and that it did not positively impact their work. As a result, teachers had low expectancy probabilities from the evaluation program and a reduced possibility of improving their instructional performance.

An Assessment of Teachers’ Reactions to Public Kindergarten Teacher Evaluation System of Performance-Based Bonus Pay in South Korea

( Eun Young Yoo ),( Bong-woon Ha ) 한국유아교육학회 2018 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.24 No.1

This study investigated how, and to what degree, performance-based bonus pay programs in South Korean public kindergartens have influenced teachers to improve their teaching behaviors. The data were collected through a survey covering 225 teachers, with a 75 percent response rate. Based on similar previous research, the survey was developed to include nine factors (understanding and acceptance of the system, impact on their teaching and work, evaluator, fair evaluation process, fair evaluation results, accurate evaluation results, stress, and [vice] director’s support) using five-point Likert scales. The teachers indicated their unclear understanding of the evaluation system and felt that the process was unreasonable, and that it did not positively impact their work. As a result, teachers had low expectancy probabilities from the evaluation program and a reduced possibility of improving their instructional performance.

인성과 전문성에 대한 경력보육교사의 자기평가와 초임보육교사에 대한 기대 수준 분석

이용주(Lee, Yong-Joo),조숙영(Cho, Suk-Young) 한국열린유아교육학회 2020 열린유아교육연구 Vol.25 No.1

본 연구는 교사가 갖추어야 하는 인성과 전문성에 대하여 경력보육교사가 스스로를 어떻게 평가하는지 분석하고 초임보육교사가 갖추어야 하는 교사의 인성과 전문성에 대한 기대수준은 어떠한지 분석하기 위한 목적으로 시도되었다. 연구의 대상은 1년 이상의 경력이 있는 보육교사 196명으로 자기보고식 설문조사를 통해 수행하였다. 연구 결과 첫째, 경력보육교사의 인성에 대한 자기평가는 연령과 교직경력과 담당유아연령에 따라 유의미한 차이를 나타내었고, 초임보육교사의 인성에 대한 경력보육교사의 기대는 연령과 최종 학력에 따라 유의미하게 차이를 나타내었다. 둘째, 경력보육교사의 전문성에 대한 자기평가는 연령과 최종 학력과 교직경력과 담당유아연령에 따라 유의미한 차이가 있는 것으로 나타났으며, 초임보육교사의 전문성에 대한 경력보육교사의 기대는 교직경력에 따라 유의미한 차이를 나타내었다. 셋째, 인성과 전문성에 대하여 경력보육교사의 자기평가와 초임보육교사에 대한 기대 간에 차이가 있는지 분석한 결과, 인성과 전문성의 일부 하위요인에서 유의미한 차이가 있는 것으로 나타났다. The purpose of this study is to analyze how the caregiver teachers self-evaluate on their own personality and professionalism and to analyze the expectation level of beginner teachers’ personality and professionalism. The research was conducted through self-reporting surveys on 196 childcare teachers with one or more years of career experience. The results of this study were as following: First, self-evaluation of personality on experienced teachers showed a significant difference according to age, career and ages of infants in charge, and expectations of experienced teachers on personality of beginning teachers showed a significant difference according to age and final educational background. Second, the self-evaluation of professionalism of experienced teachers showed significant difference according to age, final academic background, career experienced, and ages of infants in charge. Third, as a result of analyzing the difference between experienced teachers’ self-evaluation on personality and professionalism and expectation on beginning teachers, there were significant differences in some sub-factors of personality and professionalism.

Teacher reactions to the performance-based bonus program: how the expectancy theory works in the South Korean school culture

Bong-Woon Ha,성열관 서울대학교 교육연구소 2011 Asia Pacific Education Review Vol.12 No.1

This study was conducted in order to examine how and to what extent the implementation of the performance-based bonus program in South Korean schools has motivated teachers to improve their behavior, as well as to identify any other positive or negative effects of the program. Interviews with teachers indicated that a large percentage of teachers did not have a clear understanding of the evaluation system and did not feel that the evaluation standards were indicative of good teaching practice or that the evaluators were sufficiently experienced to conduct the evaluations. As a result, teachers generally had negative opinions regarding the program and did not support its continuation. Aligned with the expectancy theory, it was found that the Korean teachers' expectancy probabilities were low, instrumentality was low, most did not value a bonus, and they perceived other negative outcomes from the program. Therefore, most teachers stated that the program was not motivating them to improve their instructional performance. Further, schools' cultural factors such as seniority, the traditional concept of Sesheng, and mistrust of job security turn out to not facilitate the original intention of the policy.

예비교사의 보육실습에 대한 기대와 평가

박영아 한국문화융합학회 2023 문화와 융합 Vol.45 No.6

The purpose of this study is to find out what pre-service teachers' expectations and positive and negative evaluations of childcare practice are. The participants of the study were 48 4th grade students majoring in child psychology and education. The survey was conducted before and after childcare practice. As a result of frequency analysis of the responses, expectations for childcare practice were 96 responses in 6 categories, of which ‘career aptitude exploration’ was the most frequent. As for the evaluations of childcare practice, the positive evaluations were 69 responses in 9 categories, of which ‘emotional interaction with children’ was particularly frequent. And the negative evaluations were 75 responses in 20 categories, of which ‘physical fatigue’ was the most frequent. This study suggests that pre-service teachers expected to learn a lot and acquire values from the practice, but they experienced more negative aspects than positive aspects in the practice process. The results of this study can be used as a basis for finding ways to improve the efficiency of childcare practice.

교육 연수프로그램에 대한 교사의 기대와 평가

박은실 ( Eun Sil Park ),김의철 ( Ui Chol Kim ),박영신 ( Young Shin Park ) 한국아동교육학회 2007 아동교육 Vol.16 No.2

학습자, 학부모 및 교사가 기대하는 교사상 분석

강성빈 한국교원교육학회 2009 한국교원교육연구 Vol.26 No.3

본 연구는 연구문제로 첫째, 기대하는 교사상의 분석대상 영역을 추출한 후, 영역 간에 기대하는 상대적 우위를 학생·학부모·교사 집단별로 조사하고 둘째, 교사를 둘러싸고 있는 환경과의 관계 영역에 대해 학부모·교사집단별로 기대교사상을 분석하며 셋째, 교육관계법령에 나타난 우수교사상과 문헌상의 우수교사상에 대한 교사집단의 상대적 기대도를 비교한다. 연구결과 첫째, 조사 교사상 4개 영역 중, 효율적 학습지도에 대한 기대를 가장 크게 갖고 있으며, 교사에 대한 기대가 과거로 갈수록 교육관과 교사의 인격을 상대적으로 더 강조하고 있는 반면, 현재에 가까울수록 수업기술을 더욱 강조하는 추세를 나타내고 있다. 한편, 효율적 학습지도에 대한 기대는 교사집단이 학생과 학부모 집단보다 더 큰 기대를 보이고 있다. 둘째, 교사의 인간관계에 대한 기대에서 학부모는 학부모와의 관계를, 그리고 교사는 동료교사와의 관계를 더욱 기대하고 있다. 셋째, 교사집단은 문헌상의 교사상에 대해 법령상의 교사상보다 큰 기대를 보이고 있다.