중학교 전입 교사의 학교적응에 관한 문화기술적 연구

다국어 초록 (Multilingual Abstract)

Every teacher, who works in a public school, inevitably experiences transference to another school at least 7-10 times during his or her whole teaching career. The purposes of this study are to minimize negative influence of the transference on teaching by adapting teachers to the new schools' circumstances as soon as possible, and to suggest clues to how to make up for the weak points of school systems regarding the transference. To achieve these purposes, the researcher inspected two issues. The first issue is what the troubles the teachers who transferred to another school may face are during their adaptation to the new schools. The second issue is what the methods the teachers adopt are to solve the troubles during their adaptation.
The methodology of this study isethnography. Specifically, the researcher, a teacher of Mirae middle school, analyzed data gathered through observation regarding routine conversation and behaviors of the teachers working in the middle school and also data gathered through non-structured interviews with the teachers. The researcher proceeded with the study from March 2008 to April 2009 approximately for fourteen months. The summarized results of the study are the following.
First, teachers who transferred to another school experience overcharging in work responsibility allocation. Especially, the teachers placed newly within one year are likely to take charge of the most arduous work under the customary way of thinking. Although senior teachers could avoid this tendency, teachers whose career is under 10-15 years could not. Moreover, younger teachers may have bigger troubles because they do not have enough work experiences. Some experienced and skillful teachers who transferred to another school try to avoid burdensome work responsibility by making relationship with administrators of the school in advance. However, this trial is not effective in general because administrators of schools have deeper relationships with current teachers in most cases. Therefore, most teachers who placed newly spend their first year with the resolution that they deserve victimization.
Second, one of the troubles the teachers experience is caused by the fact that their own law of inertia dose not work any longer. In each school, there should besome differences in processing works according to school administrators or precedents. Many teachers placed newly may experience troubles or have dissatisfaction when they take care of works based on their familiar ways. In order to cope with these difficulties, the teachers try to fit themselves firstintotheir schools. They also want to grasp the atmosphere of the schools to which they belong as soon as possible because they believe it is the fastest way to reduce their stress. To do so, they need a human network that could provide them with useful information related to their schools. If the teachers could find someone who is significant as a vertex of the human network as well as positive to themselves, they try to make the person to be 'Popeye' who can help them whenever they are in troubles.
Third, the teachers who transferred to another school often feel loneliness in unfamiliar environment because they do not have deep relationship with colleagues yet. They are 'Lonely Hunters' who seek significant others and friends among their colleagues. The teachers participate in informal organizations so that they reduce their stress related to works, enhance relationship with colleagues, promote good communications, build a sense of unity and raise the morale through good relationships, and pursue individual growth. They also seek their own identification in new school settings and want to make significant colleagues to be 'Popeye' to whom they can ask help whenever they are in trouble.
Fourth, the teachers who transferred to another school are in difficulties for students who try to fathom or measure them. Students act rashly on the extent to which they keep 'Proper Line' when a teacher they know teaches. However, students observe and test the teachers newly placed through various ways because they want to know where is the 'Proper Line' between students and new teachers. The teachers try to prevent such difficulties with students by gathering information from current teachers regarding troublesome students, by showing their charisma not to be fathomed by students, or by exposing the 'Proper Line' in advance. For the same purpose, some teachers adopt a strategic retreat for later advance by the relationship with students builds to some extent.
Fifth, administration office may intentionally impose disadvantages to the newcomers. Each school has unique relationship between administration staffs and teachers. Therefore, the teachers who transferred to another school may face troubles when they work based on the way to which they are accustomed. Most teachers do not want worse relationship with the administration office. In many cases, the teachers ask consultation to the senior teachers who know well atmosphere of the administration office and they are likely to stand such difficulties by the relationship with administration staffs builds to some extent. Some of the teachers may ask directly senior teachers to perfume a role of trouble-solving broker.

목차 (Table of Contents)

• 1. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 목적 및 연구 내용 3
• Ⅱ. 이론적 배경 5
• 1. 문화 접변과 문화적 충격 5
• 2. 교직문화 6
• 3. 학교조직 15
• Ⅲ. 연구 방법 20
• 1. 연구대상 20
• 2. 자료의 수집 28
• Ⅳ. 3월의 풍경 32
• 1. 교무실에서 32
• 2. 복도에서 34
• 3. 휴게실에서 35
• 4. 급식소에서 36
• Ⅴ. 새 학교가 주는 어려움과 나름대로의 적응방법 39
• 1. ‘바가지 씌우기’ 업무분장 39
• 2. 더 이상 쓸 수 없는 ‘관성의 법칙’ 45
• 3. 마음은 외로운 사냥꾼 50
• 4. 떠보고 찔러보고 간을 보는 학생들 53
• 5. 텃새부리는 행정실 61
• Ⅵ. 요약 및 결론 66
• 1. 요약 66
• 2. 결론 및 제언 68
• 참고문헌 71