학교공동체를 위한 사회자본 측정도구개발 및 적용 = (A)study on the development of a social capital questionnaire for school community and it's application

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the characteristics known as social capital that take place when creating a school community. Social capital can be defined as the characteristics within a shared organizational system. Such characteristics as trust and shared values through interactions obtained within a network of people promoting cooperation in a variety of group activities. To collect data for this research the researcher reviewed literature on social capital within education, interviewed experts in this field along with teachers, designed and administered a questionnaire and conducted several meetings. The analysis of data found seven commonly shared factors found in social capital: interpersonal trust, systematic trust, networking through media communication, school participation, social relationships, reciprocity among participants and social control through peers. Overall there were 50 factors found in social capital that were categorized in three themes: trust, networks and group norms.
Using the commonly shared factors and themes developed teacher, student, and parent differences were examined. Three important findings were identified from this study. First, there was an increase in student trust more than teacher and parent trust while the same students were less trustful of the system than teachers and parents.
Second, it was found there was more communication, school participation and social relationships among the teachers than students and parents. This was partly due to the role teachers play in creating the school social climate.
Third, it was found that students use less reciprocity and were less engaged than teachers and parents on understanding the role they could play in creating social capital.
This study was aimed at analyzing research trends found in the development of a school community. It was found that some participants especially the students did not understand the role they might play in creating a school community. In reality, conflicts and antagonism among the members of a school community are prevalent and appear to be exacerbated as time goes by. It is imperative that educators establish cooperative relationship among all members if they hope to breakthrough the inevitable interpersonal conflicts that arise. It is very important to change school community spirit to a shared belief from individual beliefs. Understanding the factors within social capital will improve the relationship between school and community. To foster social capital, the function of the school education must be emphasized. Gaining trust, open communication, participation in school activities, establishing reciprocity between all participants and social control among school members are key to developing social capital. Since schools are such an important part of every community we need to continue to develop clear processes for parents, teachers and students to make positive contributions toward creating good working school communities.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 사회자본 개념의 등장배경 = 8
• 2 사회자본의 개념 = 10
• 3. 사회자본의 구성요소 = 24
• 4. 학교공동체와 사회자본 = 34
• 5. 요약 및 시사점 = 47
• Ⅲ. 측정도구개발 = 51
• 1. 측정도구개발 절차 = 51
• 2. 사회자본 문항의 범주 및 문항추출 = 54
• 3. 연구 대상 = 58
• 4. 측정도구의 신뢰도와 타당도 = 59
• 5. 자료처리 = 66
• Ⅳ. 측정도구 적용 결과 및 논의 = 68
• 1. 적용 결과 = 68
• 가. 신뢰에 대한 교사, 학생, 학부모 인식의 차이 = 68
• 나. 네트워크에 대한 교사, 학생, 학부모 인식의 차이 = 73
• 다. 규범에 대한 교사, 학생, 학부모 인식의 차이 = 81
• 2. 논의 = 83
• Ⅴ. 요약 및 결론 = 88
• 1. 요약 = 88
• 2. 결론 = 90
• 참고문헌 = 94
• 부록 = 102