교사-학생간의 인간관계와 자아존중감 및 학교생활적응과의 관계

다국어 초록 (Multilingual Abstract)

Although the ideal teacher-student relation is important for effective education, the role of the teacher and student nowadays has been considered only as teaching and learning. Trust between them disappeared, so that it caused the educational crisis, what is called, “Classroom Collapse".
The purpose of this study was to examine the teacher-student relation perceived by middle school students and its influence on their self-esteem and school life adjustment.
The research questions of this study were as follows:
First, are there any differences in teacher-student relation perceived by middle school students according to their background variables ?
Second, are there any differences in the self-esteem of students according to the teacher-student relation levels ?
Finally, are there any differences in the school life adjustment of students according to the teacher-student relation levels ?
The research was achieved by a model group of 281 middle school students in the cities and rural areas in Chollabuk-do.
In order to measure the teacher-student relation, the questionnaires used by Hwang, Soon-pil(1997) were reused. For the measurement of self-esteem of students, the self-esteem scale developed by Choi, Bo Ga and Jeon, Gwi-Yeon(1993) was reused. To investigate the school life adjustment, Min, Byeong-soo's(1991) school life adjustment scale was reused.
The statistical methods adopted for data analysis were mean, frequency, t-test, F-test and Scheffe verification.
The results of this study were summarized as follows:
First, of the student's background variables, there were differences in the teacher-student relation levels according to grade. It turned out that the relation between 1st, 3rd grade students and teachers is better than one of 2nd grade students. And there were no differences in the teacher-student relation levels according to gender and region. Through this research, we can know that teacher must be more concerned about 2nd grade students.
Second, there were significant differences in self-esteem according to the teacher-student relation perceived by students. It was found that the student's self-esteem improved as students perceived the teacher-student relation positively. When the students perceived the affirmative respect, truth, empathic understanding given by teachers positively, they have higher levels of self-esteem than those who perceived them negatively.
Finally, there were significant differences in school life adjustment according to the teacher-student relation perceived by students. We can find that school life adjustment improved as students perceived the teacher-student relation positively. When the students perceived the affirmative respect, truth and empathic understanding given by teachers positively, they have higher levels of school life adjustment than those who perceived them negatively.
The findings obtained from this study are as follows:
This study proved that the ideal relation between teacher and student had a lot of influence on the improvement of self-esteem and satisfactory school life adjustment. Therefore teachers have to strive to establish the desirable teacher-student relation on the best behaviors to respect students affirmatively and to treat them with sincere and empathic understanding.

목차 (Table of Contents)

• 목차
• 목차 = ⅰ
• 표목차 = ⅲ
• Abstract = ⅳ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 교사-학생간의 인간관계 = 7
• 2. 자아존중감 = 13
• 3. 학교생활적응 = 20
• 4. 선행연구고찰 = 23
• Ⅲ. 연구방법 = 28
• 1. 연구대상 = 28
• 2. 조사도구 = 29
• 3. 자료분석 = 34
• Ⅳ. 연구결과 = 35
• 1. 교사-학생간의 인간관계 수준 = 35
• 2. 교사-학생간의 인간관계와 자아존중감의 관계 = 38
• 3. 교사-학생간의 인간관계와 학교생활적응과의 관계 = 46
• Ⅴ. 요약 및 결론 = 56
• 참고문헌 = 61
• 부록 = 65