학교요인, 지역요인 및 학교-지역사회 파트너십과 학교평생교육 참여의 관계 = Relationships of School Factors, Regional Factors and School-Community Partnerships to Adult Learner Participation in Lifelong Education

국문 초록 (Abstract)

이 연구에서는 학교평생교육 관련 학교요인, 지역요인, 학교-지역사회 파트너십이 학교평생교육 참여에 어떠한 경로를 통해 어떠한 영향을 미치는지 구조방정식모형을 통해 분석하였다. 연구의 범위는 초등학교 성인대상 학교평생교육으로 하였으며, 전국 초등학교 교감 560명에게 우편 설문하여 회수된 설문지 331부를 연구 자료로 활용하였다. 분석 결과, 교직원과 지역사회 구성원의 학교평생교육에 대한 긍정적 태도, 지역의 평생학습 환경, 학교의 평생교육 운영체제는 다양한 프로그램 운영 및 높은 참여율 등 참여활성화에 직접적인 정적 영향을 미치며, 학교평생교육에 대한 긍정적 태도와 학교의 평생교육 운영체제는 학습자의 참여충실도에 직접적인 정적 영향을 미치는 것으로 나타났다. 지역교육청의 지침·자료제공 등 교육행정당국의 학교평생교육 운영지원 및 학교-지역사회 파트너십은 학교의 평생교육 운영체제의 구축에 정적 영향을 미침으로써 학습자의 참여활성화 및 참여충실도에 간접적인 정적 영향을 미치는 것으로 나타났다. 학교평생교육에 대한 긍정적 태도와 지역 평생학습환경은 학교-지역사회 파트너십에 정적 영향을 미침으로써 간접적으로도 참여활성화 및 참여충실도에 영향을 미치는 것으로 나타났다. 한편, 지역 평생학습환경이 좋을수록 학교평생교육 프로그램의 다양성 및 참여율이 위축되는 것으로 드러나, 학교-지역사회 파트너십과 연계 강화를 통한 지역 평생학습자원의 효율적 활용 전략이 필요함을 시사하고 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine how the participation of adult learners in school lifelong education was affected by school factors, regional factors and school-community partnerships. Structural equation modeling was employed, and the scope of the study was confined to lifelong education for adults provided by primary schools. The subjects in this study were 560 assistant principals in primary schools across the nation. After a survey was conducted by mail, the written responses from 331 respondents were gathered. The positive attitudes of the teaching staff and local community members toward school lifelong education and the lifelong education systems in primary schools were found to have a direct positive impact on the variety of programs offered and the level of participation of adult learners in lifelong education. Positive perspectives in teaching staff and local community members regarding school lifelong education and lifelong education systems in primary schools also exerted a direct positive influence, stimulating the devoted participation of adult learners in lifelong education. The lifelong education systems in primary schools were positively influenced by school-community partnerships and support from local educational authorities such as the provision of guidelines and materials, and these two factors eventually had an indirect impact by boosting the participation and devoted participation of learners in lifelong education. The favorable attitudes toward school lifelong education and local lifelong learning environments affected school-community partnerships in a positive manner and consequently exerted an indirect positive influence by encouraging the participation and devoted participation of learners in lifelong education. On the other hand, better local lifelong learning environments were related to less variety in school lifelong education programs and led to a decrease in the participation of adults. This suggests that local lifelong education resources should be efficiently utilized through school-community partnerships and collaboration so as to increase and consolidate the participation of learners in lifelong education.