ISA를 활용한 멕시코 한글학교 학부모의 요구분석 연구

다국어 초록 (Multilingual Abstract)

This study aims to examine parents’ perceptions and needs regarding Korean heritage language education in Korean language schools in Mexico and to identify priority areas for improvement based on empirical evidence. As Korean language schools play a central role in supporting heritage language maintenance among overseas Korean children, understanding parental perspectives is essential for improving educational quality and sustainability. To achieve this purpose, the study adopted a mixed-methods research design combining quantitative Importance–Satisfaction Analysis (ISA) with qualitative in-depth interviews.
The participants consisted of 62 parents whose children were enrolled in Korean language schools in Mexico. For the quantitative phase, a questionnaire was developed based on previous studies and a preliminary survey. The questionnaire was structured around four key domains: school functions, teacher competence, textbooks and learning environment, and curriculum. The survey was administered online using Google Forms, and the collected data were analyzed by calculating mean scores of importance and satisfaction for each item. An ISA quadrant analysis was then conducted to identify areas requiring priority improvement by comparing the relative levels of importance and satisfaction.
To complement and deepen the interpretation of the quantitative findings, semi-structured in-depth interviews were conducted with selected parents. The interview questions were designed to explore parents’ concrete experiences, perceptions, and expectations regarding Korean language school education, using the same four analytical domains as the survey. Qualitative data were analyzed to provide contextual explanations for the gaps identified between importance and satisfaction and to capture aspects of parental experiences that could not be sufficiently addressed through the survey alone.
The results of the quantitative analysis indicate that parents generally perceive Korean language school education as highly important across all domains. However, notable discrepancies between importance and satisfaction were found in specific areas. In particular, curriculum operation and textbooks and learning environments emerged as priority improvement areas, as they were evaluated as highly important but relatively low in satisfaction. These findings suggest that while parents strongly value the role of Korean language schools in heritage language education, they also recognize limitations in instructional materials, curriculum structure, and learning conditions.
The qualitative interview findings further revealed that such dissatisfaction was closely related to parents’ actual educational experiences, institutional constraints, and contextual factors within overseas Korean communities. Parents expressed concerns regarding curriculum continuity, age-appropriate materials, and the availability of resources suited to diverse learner backgrounds. At the same time, they emphasized the importance of Korean language schools as spaces for maintaining cultural identity and fostering a sense of belonging among their children.
This study contributes to research on heritage language education by providing a comprehensive analysis of parents’ needs in the context of Korean language schools in Mexico. By integrating ISA with qualitative inquiry, the study offers practical implications for improving educational practices and informing policy discussions aimed at enhancing the effectiveness and sustainability of Korean language education in overseas settings.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적 1
• 1.2. 선행 연구 5
• 1.2.1. 재외동포 아동·청소년의 특징 5
• 1.2.2. 한글학교 교육 현황 7
• 1.2.3. ISA를 활용한 요구분석 8
• 1.3. 논문의 구성 10
• 2. 논의의 전제 12
• 2.1. 계승어로서의 한국어 교육 12
• 2.2. 멕시코 한글학교의 운영 현황과 특성 13
• 2.3. ISA(Imprtance Satisfaction Analysis)기법 19
• 3. 연구방법 23
• 3.1. 연구 설계 23
• 3.2. 연구 대상 24
• 3.2.1. 선정 기준 24
• 3.2.2. 결과 분석 25
• 3.3. 조사 도구 31
• 3.3.1. 설문 조사 31
• 3.3.2. 심층 인터뷰 38
• 4. ISA 분석 43
• 4.1. 신뢰도 분석 43
• 4.2. 멕시코 한글학교 학부모의 중요도 만족도 분석 44
• 4.2.1. 중요도 분석 44
• 4.2.2. 만족도 분석 47
• 4.2.3. 중요도-만족도(ISA) 분석 49
• 4.3. 개방형 질문 분석 62
• 5. 심층 인터뷰 분석 65
• 5.1. 학교 기능 65
• 5.1.1. 정체성 형성 65
• 5.1.2. 사회적 교류 67
• 5.1.3. 글로벌 경쟁력 69
• 5.2. 교사 역량 71
• 5.2.1. 학습 관리 71
• 5.2.2. 교수법과 태도 72
• 5.3. 교재 및 환경 74
• 5.3.1. 교재 74
• 5.3.2. 환경 76
• 5.4. 교육 과정 77
• 5.4.1. 교육 내용 77
• 5.4.2. 한국 문화 학습 79
• 5.4.3. 학급 운영 81
• 5.4.4. 평가 81
• 6. 결론 84
• 6.1. 요약 및 해석 84
• 6.2. 개선 방향 85
• 참고문헌 89
• 부록 93