初等學校 敎員이 인식한 敎員의 專門性과 그 伸張을 위한 인센티브 간의 關係 = Relation between teachers' specialities and incentives for their enhancement, as perceived by elementary school teachers

국문 초록 (Abstract)

영문초록:The purpose of this study was to investigate the relationship between the professionalism of a teacher and the incentives for the development of the professionalism, as perceived by elementary school teachers.The population of this study was limited to elementary school teachers in Seoul and Gyung-gi province. By random sampling, each 10 elementary school teachers were selected from 50 elementary schools in Seoul and from 37 elementary schools in Gyung-gi province. The total subjects were 870. The statistical methods applied for the data analysis were: the three-way analysis of variance to examine the differences of teachers' perception about the professionalism of teachers and the incentives; correlation and regression analysis to analyze the relationship between the professionalism of teachers and the incentives.By literature review, open-ended surveys, and experts' judgements, the items for the professionalism of teachers and the incentives were selected. To test the validity of these items, the three round Delphi techniques and surveys were administered. The results of this study were as follows: First, the result of difference analysis about the teachers' perceptions of the factors of professionalism showed that there were differences in the perception of the factors of professionalism according to gender. Female teachers had higher means on the attitude, curricular guidance, self-development, student guidance, and class management than male teachers. The results of factor analysis in this study were: the competence and attitude of teachers in Gyung-gi province were higher than in Seoul; in terms of position, head teachers showed the lowest in curricular guidance, and principals and vice principals showed the highest in curricular guidance, and there was an interactive effect between location and gender; the higher the position of teacher was, the higher the self-development of teacher was; there were interactive effects between location, gender, and position, in student guidance and class management. Second, the result of difference analysis about the teacher's perception of the factors of the incentives showed that the higher the teacher's position, the higher mean the teacher had in personnel and finance. Teachers in Seoul had higher means than in Gyung-gi province, according to location, and there was an interactive effect between location and position. There were differences in working environments according to their position. The means of head teachers were the highest and the means of principals and vice principals were the lowest. The means of female teachers were higher in class management, autonomy, morale, welfare, teacher's training, and policy than male teachers. The results of factor analysis were: The lower the position of the teacher, the lower class management and autonomy were; there was an interactive effect between location and gender; it appeared that the lower the position of the teacher, the lower the welfare of the teacher was; teachers in Gyung-gi province showed higher means in policy than in Seoul, and there was an interactive effect between location and gender. Third, there was a high positive correlation between the professionalism of teachers and the incentives. Especially, there was a high positive correlation among personnel, finance, and self-development. The result of correlation analysis between the professionalism of teachers and the incentives showed that the incentive predicted 11 percent of the competence and the attitude of teachers. The incentive predicted 17 percent of curricular guidance. The incentives predicted 27 percent of self-development. The incentives predicted 21 percent of student guidance. The incentives predicted 28 percent of class management. Based on the above results, the conclusions of this study were as follows: First, in terms of gender, there were signigicant differences in the factors of the professionalism, such as competence, attitude, self-development, student guidance, and class management. Especially, in curricular guidance, there was a significant interaction between location and gender. In student guidance and class management, there was a significant interaction between location, gender, and position. Therefore, to develop the professionalism of teachers, demographic variables such as location, gender, and position, should be considered. Second, in terms of teachers' positions, there were significant differences in the incentive factors, such as personnel, finance, working environments, class management, autonomy, and welfare. In terms of gender, there were significant differences in class management, autonomy, teacher's morale, welfare, teacher's training, and policy. There were significant differences in personnel, finance, and policy, according to location. There were significant interaction effects among location, gender, and position, in personnel, finance, class management, autonomy, and policy. Therefore, in order to improve the professionalism of teachers, the quality of school education, and the incentives, the characteristics of principals, vice principals, head teachers, and teachers should be considered. Third, the result of regression analysis about the relationship between the incentive factors and the professionalism as perceived by teachers showed that the incentive predicted 11 percent of competence and attitudes, 17 percent of curricular guidance, 27 percent of self-development, 21 percent of student guidance, and 28 percent of class management. The incentive factor had various and even influences on each of the factors of professionalism. This result shows that the incentive factor was very suitable for the improvement of the professionalism of teachers, and was a very necessary policy to guarantee the motives of teachers. Therefore, to improve the professionalism of teachers, a program which can check and correspond to the need for incentives should be developed. Based on the above results and conclusions, this study suggests as follows: First, the special quality of teaching profession, if they don't have a enthusiastic motive to teach, it is hard to be achieved the genuine education. Therefore the Education Authorities should develops and offers them various and continuous incentive in advance than undifferentiated compensator. Second, if future empirical studies about the domains which had a high relationships between the professionalism of teachers and the incentives follow, more reliable incentives to improve the professionalism of teachers can be developed. Third, to generalize the results of this study, future studies examining nation-wide subjects, including more teachers and educational administrators should follow