대안학교 학생의 교육만족에 대한 내러티브 연구 = A narrative study on alternative high school student's education satisfaction

다국어 초록 (Multilingual Abstract)

Alternative schools in Korea have been investigated as model schools for 15 years; they are divided into two categories such as successful schools and unsuccessful schools in researches. Among them successful ones have overcome problems and developed, and now taken roots to some extent in Korea. However, compared to the time involved, the system of alternative schools has not been fully established yet, and alternative schools' management reality and achievement have received far less rigorous analysis. Therefore, for the development of alternative education and the reformation of public education, the more in-depth researches are needed on the achievement of alternative education. It is especially learners' demands that should be considered for them. Although the requests of the educational beneficiaries cannot be unconditionally accepted and applied, it is quite sure that they are important elements for seeking ways to develop alternative education, adjusting educational roles between alternative schools and reforming public education toward sound foundation and principles of a nation.
Additionally, studies on student's satisfaction should be actively conducted in respect that the purpose of the alternative education is to pursue small sized individualized education that can respect personality, diversity and creativity of individuals, not uniform and conformist education, and that it is required to secure educational autonomy for achieving global competitiveness. To seek ways to develop alternative education and public education reform, it is also necessary to analyze the satisfaction of students in alternative schools. Based on these educational demands, the following research questions are formulated.
Firstly, what levels of satisfaction do alternative school students have in opportunities to talk to teachers(openness), teachers' attitude toward consultation, teachers' respect for students, teachers' enthusiasm(vocational and career guidance), relationships between teachers and students?
Secondly, what levels of satisfaction do alternative school students have in class contents, students' attitude toward class participation, using a variety of teaching approaches, teachers' knowledge of subjects, organization and management of curriculum, extra-curricular activities and specialty courses, specialized subjects, experience study?
Thirdly, what levels of satisfaction do alternative school students have in academic atmosphere, convenience of using libraries, laboratories of every kind, facilities and management of dormitories, local communities as places for learning?
Fourthly, what levels of satisfaction do alternative school students have in community life at school, a sense of belonging to school, whole-person education, participation and satisfaction in the events, guidance of school life and so on?
Fifthly, what implications do alternative high schools give to general high schools?
For addressing theses research questions, the narrative analysis understanding through told stories by students was conducted. The narrative analysis is the most appropriate research method to analyze and interpret experience of an individual or a small number of people, or detailed stories. The summarized results are as follows.
Firstly, it is shown that student's satisfaction in teachers in alternative schools was generally high. A high percentage of the students find it difficult to be contented with and trust their teachers after years at normal middle schools. For this, alternative school's teachers try to work hard to open their students' mind. However, students tend to become familiar with their teachers as seeing what their senior students say and do to their teachers and listening to seniors' advice on the teachers. Later on, they come to go to their teachers for advice on their career and worries, and then open their mind to their teachers for themselves. Through this, students, especially students who graduated from normal middle school, feel satisfied with their teachers.
Secondly, the level of alternative high school student's satisfaction in classes was generally high. Considering the level of student's satisfaction in classes, H high school students were contented with learning contents, whereas those in S and P high school were not. This dissatisfaction was because the learning contents of S school were not suitable for student's level and the level of classes of P was considered low. Based on student's attitude toward class participation, S and H high school students were happy with their opportunities to actively participate in classes, but P high school students were not because they could not actively take part in their classes. Concerning the use of diverse teaching methods, all of the three schools were contented. As for teacher's knowledge of subjects, students in S high school were not satisfied because of two teachers who are unprofessional while those in H and P were satisfied. Organization and management of curriculum, extra-curricular activities and specialty courses were satisfactory in all of the three high schools. Specialized subjects in all the schools satisfied their students. So did experience study in the three schools. As a result, students in S and H high school had the general satisfaction in classes, and those in P rated their classes average.
Thirdly, student's satisfaction in school facilities and environments was rated high. Based on student's satisfaction in school facilities and environments, academic atmosphere and environment of all the three schools were free and active, but distracting. However, students in the schools were contented with their school facilities and environments. They were happy with the size and books of their library and the use of it. Laboratory facilities of every kind were dissatisfactory in all of the three schools, but they were satisfactory in their use. Dormitory facilities and management were satisfactory in H high school while students in S and H high school were not satisfied with its management. Using local communities as places for learning was satisfactory in all the three schools. Consequently, the general satisfaction level in school facilities and environments was rated average in S high school and satisfactory in H and P high school.
Fourthly, the level of alternative high school student's satisfaction in school life was generally high. In terms of student's satisfaction in school life, students in S and H high school were pleased with their communal life, whereas those in P high school were not because their life in the school community did not go well. Their sense of belonging to school was satisfactory in all the three schools, but their opinions were or were not reflected sometimes. Among whole-person education, education that focuses on college entrance exams and vocational education, students in the three high schools were content with the education of their school because they are all providing whole-person education. However, those in S high school were unhappy with education for college entrance exams of their school. Meanwhile, H high school is supplementing the education toward college admission. In the case of P high school, students were satisfied with vocational education offered by their school. Students in all the three schools were happy with their voluntary participation in diverse events. Concerning guidance of school life, student in S high school were dissatisfied with their school's excessively tight regulations, while those in H and P high school were satisfied with their school's autonomous regulation policies. Accordingly, concerning student's general satisfaction in their school life, S high school was average and H and P high school were satisfactory.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 문제 4
• 3. 연구의 제한점 5
• Ⅱ. 이론적 배경 7
• 1. 대안교육 연구 7
• 가. 대안교육의 개념 7
• 나. 대안학교의 성장 9
• 다. 대안교육의 이념적 특성 14
• 라. S, H, P고등학교의 특징 16
• 2. 교육 만족도 20
• 가. 만족도의 개념 20
• 나. 교육만족도 측정 지표 21
• 다. 선행연구의 고찰 26
• 3. 내러티브 연구 28
• 가. 내러티브 연구의 개념 28
• 나. 내러티브 연구의 목적 30
• 다. 내러티브 연구의 절차 32
• 라. 내러티브 연구의 특징과 한계 37
• Ⅲ. 연구 방법 41
• 1. 연구 설계 41
• 2. 연구 참여자 43
• 가. 연구 참여자 선정 43
• 나. 연구 참여자 소개 45
• 3. 자료 수집 47
• 4. 자료 분석 49
• 5. 윤리적 고려 51
• Ⅳ. 연구 결과 52
• 1. 교사에 대한 만족 52
• 2. 수업에 대한 만족 62
• 3. 학교시설 및 환경에 대한 만족 84
• 4. 학교생활에 대한 만족 96
• Ⅴ. 종합논의 111
• Ⅵ. 결론 126
• 참고문헌 132
• ABSTRACT 138
• 부록 143