사업의 형태에 따른 학교사회복지사의 역할에 관한 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to have a through grip of factors that experts is performing and recognizing, and then are looking for ways intervening from viewpoints of social work by examining differences and similarities between roles that welfare experts in school is recognizing and performing on students, and analyzing influences of experts' roles recognition on their roles performance. To accomplish this purpose, in this study, executed with 127 school social workers and school welfare experts, and the conclusion is as follows.
First, In cases of performing both school social welfare project and aid project education welfare investment priority area, there are not much differences in role recognition ,and as rate role recognition, school social worker and community social education expert are cooperating and interchanging, counseling human nature and studies of students, connection of school and family, assessment and therapy of student problem, participation in school policy of education.
Second, In cases of performing both school social welfare project and aid project of education welfare investment priority area, the statistical result was that there were significant differences in role performance. And the case of school social work performance is higher than aid project education welfare investment priority area in the sides of roles performance on community social education expert counseling human nature and studies of students, connection of school and family.
School social worker is correspond in rates of attendance and recognition are cooperating and interchanging, counseling human nature and studies of students, connection of school and family, connection of school and community, assessment and therapy of student problem, participation in school policy of education.
but, community social education expert is not consistent in rates of attendance and recognition are cooperating and interchanging, connection of school and community, counseling human nature and studies of students, participation in school policy of education, connection of school and family, assessment and therapy of student problem.
Third, The result on influences in subordinate change factors of roles recognition in role performance of school social worker and community education expert is that in the cases that school social worker devise plans on school education policy, they have effects on connection of school and home, and in the cases that community education export devise plans on human nature of students, counselling relating to studies and school education policy, they have effects on participation, and the higher recognition on roles of school social worker and community education expert, the higher performance degree.
Based on the above, access plan in role attendance for the school social worker suggestion is as follows
First, in theoretical respect, inquiry into social worker expert role considering specific of each project form through the comprehending and measuring apparatus organized by investigator of a school social worker's role.
For these, we must go ahead with studies on means which can measure professional roles of school social worker and practice guides and duty contents of community educational experts and roles as welfare experts in school must be performed commonly and unitively
Second, in practical respect, more high activity cooperating and interchanging, service a long time in same school, expanding attendance for student, teacher, parents
Third, in political respect, it recognized difference between school social worker expert roles caused by project form of social welfare. and then it appears that a social worker who is engaged to school itself accomplishes each part most actively. on the other hand, two groups equally achieve executive and all-inclusive role such as leadership and participation in policy decision.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 문제제기 = 1
• 2. 연구의 의의 및 목적 = 2
• 3. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 선행연구 동향 = 5
• 2. 학교사회복지와 교육복지의 개념 = 8
• 3. 학교사회복지사업과 교육복지투자우선지역 지원사업의 현황 = 13
• 4. 학교사회복지사와 지역사회교육전문가의 역할 및 자격요건 = 16
• 5. 역할인식과 역할수행 = 24
• Ⅲ. 연구방법 = 28
• 1. 조사대상 = 28
• 2 .조사도구 = 28
• 3. 자료수집 = 29
• 4. 자료분석 = 30
• Ⅵ. 조사 결과 = 31
• 1. 조사대상자의 특성 = 31
• 2. 학교사회복지사와 지역사회교육전문가의 역할인식 = 34
• 3. 학교사회복지사와 지역사회교육전문가의 역할수행 = 46
• 4. 학교사회복지사의 역할인식이 역할수행에 미치는 영향 = 54
• 5. 지역사회교육전문가의 역할인식이 역할수행에 미치는 영향 = 55
• Ⅴ. 고찰 = 58
• 1. 학교사회복지사와 지역사회교육전문가의 역할인식 = 58
• 2. 학교사회복지사와 지역사회교육전문가의 역할수행 = 58
• 3. 역할인식이 역할수행에 미치는 영향 = 59
• Ⅵ. 결론 = 60
• 참고문헌 = 63
• Abstracts = 67
• 부록 = 70