중,고등학교 체육교사발달단계 및 자기개발욕구에 관한 연구 = The relationship between Teacher advace and self-improvent desire of physical education Teacher

국문 초록 (Abstract)

본 연구는 중·고등학교 체육교사의 교사발달단계에 따른 자기개발욕구를 조사·분석하였으며 이를 위해 서울, 경기소재에 있는 중·고등학교 체육교사대상으로 선정하여 실시하였으며 부실하거나 적합하지 않은 5부를 제외하고 116부서를 실제 분석 자료로 사용한 결과 다음과 같다.
첫째, 체육교사의 교사발달단계는 교사의 배경변인에 따른 차이를 살펴보면, 체육교사의 생존단계를 살펴보면 체육교사의 직위가 일반교사인 집단이 부장교사인 집단보다 생존단계 점수가 높았으며, 교직경력별로는 5년 이하, 6~10년, 20년 이상의 순으로 생존단계 점수가 높은 것으로 나타났고, 성장단계에서는 체육교사의 교직경력이 11년~20년, 6~10년, 5년 이하의 순으로 성장단계 점수가 높은 것으로 나타났으며, 성숙단계에서는 체육교사의 직위가 부장교사인 집단이 일반교사인 집단보다 성숙단계 점수가 높았으며, 교직경력별로는 20년 이상인 집단이 20년 미만인 집단보다 성숙단계 점수가 높았으며, 직업적 좌절단계에서는 체육교사의 성별, 직위, 교직경력에 상관없이 직접적 좌절단계 점수는 유사한 분포를 보였으며, 승진 지향단계에서는 체육교사의 교직경력이 5년 이하인 집단이 6년 이상인 집단보다 승진 지향단계 점수가 높았으며, 안정·침체단계에서는 체육교사의 직위가 부장교사인 집단이 일반교사인 집단보다 안정·침체단계 점수가 높았으며, 교직경력별로는 5년 이하, 6～10년, 11～20년, 20년 이상의 집단 순으로 안정·침체단계 점수가 높은 것으로 나타났다.
생존단계, 성장단계, 성숙단계, 직업적 좌절단계, 승진지향단계, 안정·침체단계 모두 여교사 보다 남교사가 높았으며, 직위에서는 생존단계, 성장단계, 승진지향단계, 직업적 좌절단계는 부장교사 보다 일반교사가 높았으며, 성숙단계, 안정·침체단계는 일반교사보다 부장교사가 높았으며, 교직경력으로는 생존단계, 성장단계, 승진지향단계는 교직경력이 낮은 교사들이 높았으며, 생존단계, 성장단계는 교직경력이 낮은 교사에서 높은 교사 순으로 높아졌으며, 성숙단계는 교직경력이 높은 교사에서 교직경력이 낮은 순으로 높았다. 또한 교직경력이 높을수록 부장교사가 많았다.
둘째, 체육교사의 특성에 따라 자기개발욕구는 차이를 살펴보면, 체육교사의 직위가 부장교사인 집단이 일반교사인 집단보다 개인적 발달영역 점수가 높았으며, 교직경력별로는 5년 이하, 6～10년, 11～20년, 20년 이상의 집단 순으로 개인적 발달영역 점수가 높았으며, 전문적 발달영역은, 체육교사의 직위가 부장교사인 집단이 일반교사인 집단보다 전문적 발달영역 점수가 높았으며, 교직경력별로는 5년 이하, 6～20년, 20년 이상의 집단 순으로 전문적 발달영역 점수가 높았으며, 조직적 발달영역은, 체육교사의 직위가 부장교사인 집단이 일반교사인 집단보다 조직적 발달영역 점수가 높았으며, 교직경력별로는 10년 이하, 11～20년, 20년 이상의 집단 순으로 조직적 발달영역 점수가 높은 것으로 나타났다.
셋째, 체육교사의 교사발달단계와 자기개발욕구는 관련성이 있는가를 살펴보면, 생존단계 및 성장단계 점수가 낮을수록 개인적 발달영역, 전문적 발달영역, 조직적 발달영역 점수는 높아지는 경향을 보인 반면, 성숙단계, 안정침체 단계 점수가 높을수록 개인적 발달영역, 전문적 발달영역, 조직적 발달영역 점수는 높아지는 경향을 보였다. 또한 승진지향단계 점수가 낮을수록 개인적 발달영역, 전문적 발달영역은 높아지는 경향을 보였다.
넷째, 체육교사의 교사발달단계가 자기개발욕구에 미치는 영향을 살펴보면, 체육교사의 성숙단계가 높을수록, 안정·침체단계가 높을수록, 개인적 발달영역도 높아지는 경향을 보였으며, 전문적 발달영역에 대하여 교사발달단계의 하위 요인이 미치는 영향을 살펴보면, 체육교사의 성숙단계가 높을수록, 안정·침체단계가 높을수록, 전문적 발달영역도 높아지는 경향을 보이는 것으로 나타났으며, 조직적 발달영역에 대하여 교사발달단계의 하위 요인이 미치는 영향을 살펴보면, 성숙단계, 안정·침체단계가 통계적으로 유의한 영향을 미치는 것으로 나타났다. 즉, 체육교사의 성숙단계가 높을수록, 안정·침체단계가 높을수록, 조직적 발달영역도 높아지는 경향을 보이는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

This study is to search and analyze middle and high school physical education teachers’motivation for self-development according to the educators’developmental stages. For this, we selected the physical education teachers in middle and high schools located in Seoul and Kyeongi area. Except 5 departments which are either inadequate or inappropriate, the following is the result that 116 departments are used as the actual data for analysis.
First, when we examine the differences in educators’ developmental stage due to the diversity of their backgrounds, the surviving stage is scored higher in the group of that the position of physical education teacher is a regular teacher than in the group of that his/her position is the department manager. Based on the length of their experiences, the surviving stage appears to be scored from higher to lowerin the group with their experience below 5 years, between 6 and 10 years, and above 20 years respectively. In the growth stage, it is scored from higher to lower in the group with their experience between 11 and 20 years, between 6 and 10 years, and below 5 years respectively. In the mature stage, it is scored higher in the group of that the position of physical education teacher is the department manager than in the group of that his/her position is a regular teacher. Based on the length of their experiences, the mature stage is scored higher in the group with their experience above 20 years than below 20 years. In the occupational frustration stage, the directfrustration stage scores have a similar distribution regardless the teachers’ gender, position, and length of experiences. In the promotional intention stage, it is scored higher in the group with their experience below 5 years than above 6 years. In the stable, depressed stage, it is scored higher in the group of that the position of physical education teacher is the department manager than in the group of that his/her position is a regular teacher. Based on the length of their experience, the stable, depressed stage is scored from higher to lower in the group with their experience below 5 years, between 6 and 11 years, between 11 and 20 years, and above 20 years respectively.
In all the stages including the surviving, growing, mature, frustration, promotional intention, and stable, depressed stages, male teachers are scored higher than female teachers are. In terms of their position, the teachers who are the department manager are scored higher than who are a regular teacher in the surviving, growing, promotional intention, and occupational frustration stages. On the other hand, the regular teachers are scored higher than the teachers who are the department manager in the mature, and stable, depressed stages. Based on the length of experiences, the teachers with a shorter experience are scored higher in the surviving, growing, and promotional intention stages. In the surviving and growing stages, the scores appear to be increased from the teachers with a shorter experience to those with a longer experience. In the mature stage, the scores appear to be increased from the teachers with a longer experience to those with a shorter experience. Also, as the length of experiences is longer, there are more department managers.
Second, when we examine the differences in motivation for self-development based on the characteristics of the physical education teachers, the individual developmental range is scored higher in the group of that the position of physical education teacher is the department manager than in the group of that his/her position is a regular teacher. Based on the length of their experiences, the individual developmental range is scored from higher to lower in the group with their experience below 5 years, between 6 and 11 years, between 11 and 20 years, and above 20 years respectively. The professional developmental range is scored higher in the group of that the position of physical education teacher is the department manager than in the group of that his/her position is a regular teacher. Based on the length of their experiences, the professional developmental range is scored from higher to lowerin the group with their experience below 5 years, between 6 and 20 years, and above 20 years respectively. Also, the systematic developmental range is scored higher in the group of that the position of physical education teacher is the department manager than in the group of that his/her position is a regular teacher. Based on the length of their experiences, the systematic developmental range is scored from higher to lower in the group with their experience below 10 years, between 11 and 20 years, and above 20 years respectively.
Third, when we examine if there is any relationship between the educator’s developmental stages and motivation for self-development, as the surviving and growing stages are scored lower, the individual, professional, and systematic developmental ranges appear to be scored higher. On the other hand, as the mature, and stable, depressed stages are scored higher, the individual, professional, and systematic developmental ranges appear to be scored higher. Also, as the promotional intention stage is scored lower, the individual and professional developmental ranges tend to increase.
Fourth, when we consider how the educator’s developmental stages affect the motivation for self-development, as their degree of maturity is higher, and also as the stable, depressed stage is scored higher, the individual developmental range appears to be increased. When we examine how the subordinate factors of the developmental stages affect the motivation regarding the professional developmental range, as their degree of maturity is higher, and also as the stable, depressed stage is higher, the professional developmental range tends to increase. In terms of the subordinate factors of developmental stage’s effecton the motivation regarding the systematic developmental range, the degree of maturity, and stable, depressed stages appear to have similar effects statistically. In other word, as the physical education teachers’ degree of maturity and stable, depressed stage are scored higher, the systematic developmental range tends to increase.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 및 가설 = 3
• 3. 용어 정의 = 4
• 4. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 교사발달의 개념 = 5
• 2. 교사 발달단계 = 6
• 3. 자기개발 욕구 = 17
• Ⅲ. 연구 방법 = 19
• 1. 연구대상 = 19
• 2. 조사도구 = 20
• 3. 신뢰성 분석 = 21
• 4. 조사 절차 = 22
• 5. 자료 처리 = 22
• Ⅳ. 연구결과분석 및 논의 = 23
• 1. 교사 발달단계 분석 결과 = 23
• 2. 자기개발욕구 분석 결과 = 29
• 3. 교사발달단계와 자기개발욕구간의 관련성 = 32
• 4. 교사발달단계가 자기개발에 미치는 영향 = 33
• 5. 가설 검증 = 36
• Ⅴ. 결론 및 제언 = 37
• 1. 결론 = 37
• 2. 제언 = 39
• 참고문헌 = 40
• ABSTRACT = 41
• 부록 = 45