초등학생이 지각하는 담임교사유형과 학교행복감의 관계 = The Relationship between Teacher Styles Perceived by Elementary ScThe Relationship between Teacher Styles Perceived by Elementary School Students and School Happiness hool Students and School Happiness

다국어 초록 (Multilingual Abstract)

Abstract

The purpose of this study was to examine the relationship between teacher Styles perceived by elementary school students and the level of children's school happiness.
These are the research questions for the study.
First, are there any differences in the Styles of teachers which are perceived by the elementary school students according to children's background variables(gender, grade)?
Second, are there any differences children's school happiness according to children's background variables(gender, grade)?
Finally, are there any relationship between teacher Styles perceived by elementary school students and children's school happiness?
For getting the answers for these questions, I've conducted a research survey on 277 4th, 5th, and 6th grade elementary school students in Chon-Ju.
The instrument used to measure how children looked at the Styles of their teachers was modified by Lim, young-suk(2008), Gim, Chung-gi's(2001) inventory based on the Washburne and Heil's study for the classification teachers Styles. And it used to instrument for children's school happiness made by Kim, Jong-baeg, Kim Tae-eun(2008).
The collected data was analyzed with SPSSWIN ver 12.0 program, I've calculated the frequency and percentage for the (gender)sex, the grade, and teacher Styles, and taken the average(mean) and the standard deviation for the school happiness. In addition, I've tried to verify the meaningful differences for the statistical data through T-test, Chi-Square test, One Way ANOVA, MANOVA, Scheffe test.
These are the result of this study.
First, the teachers Styles the elementary school students had perceived were distributed as 1 : 6 : 3 for turbulent : self-controlling : fearful. As a result of Chi-Square test, regarding children's gender there was not statistically significant difference and regarding children's grade there was statistically significant difference. The teachers Styles the elementary school students according to children's grade were 4th distributed as 1 : 7 : 2, 5th distributed as 1 : 7 : 2, 6th distributed as 1 : 5 : 4, for turbulent : self-controlling : fearful.
Second, regarding children's background such as gender and grade there was statistically significant difference in the level of children's total school happiness. The level of the school happiness fator were in order of relationship with friends, pleasure of academic activity, relationship with teachers, satisfaction of environment, emotional stability, self-efficancy. As a result of T-test, regarding children's gender there was statistically significant difference in relationship with friends, relationship with teachers, self-efficancy and there was not statistically significant difference pleasure of academic activity, emotional stability, satisfaction of environment. Girls' level is higher boys' in total school happiness and all fator of school happiness. As a result of Scheffe-test, regarding children's grade there was statistically significant difference in relationship with teachers, self-efficancy, emotional stability, pleasure of academic activity, and there was not statistically significant difference satisfaction of environment, relationship with friends. All fator of school happiness level were in order 5th, 4th, 6th..
Finally, there was statistically significant difference in the level of children's school happiness according to the teachers Styles perceived by elementary school students. The level of children's school happiness was the highest when elementary school students perceived the teachers Styles to self-controlling. And children satisfied with school life in order of turbulent, fearful.
Consequently, the conclusion of study can be drawn on basis of above findings as follows:
The satisfaction levels for the school happiness depend on how the elementary school students perceive their teachers as wall as relationship with friends, pleasure of academic activity.
Children feel much more satisfaction when their teachers understand and accept them, and give lots of love to them. On the other hand, students expect for their teachers to keep orders and plans rather than treat them unconditionally. Therefore we need to try to contemplete the teacher's roles and qualities meaningfully based on this study.

목차 (Table of Contents)

• 목 차
• 표목차 ⅶ
• Abstract ⅷ
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• Ⅱ. 이론적 배경 7
• 1. 교사유형 7
• 가. 교사유형의 개념 7
• 나. 교사유형의 영향 15
• 2. 학교행복 17
• 가. 학교행복의 개념 17
• 나. 학교행복의 구성요인 25
• 3. 교사유형과 학교행복감의 관계 30
• Ⅲ. 연구방법 34
• 1. 연구대상 34
• 2. 연구도구 34
• 가. 담임교사유형 검사 35
• 나. 학교행복감 검사 35
• 3. 연구절차 36
• 4. 자료처리 및 분석 37
• Ⅳ. 연구결과 39
• 1. 아동의 배경변인에 따른 초등학생이 지각한 담임교사유형 39
• 2. 아동의 배경변인에 따른 아동의 학교행복감 41
• 3. 담임교사유형에 따른 아동의 학교행복감 45
• Ⅴ. 논의 49
• Ⅵ. 결론 및 제언 54
• 1. 결론 54
• 2. 제언 55
• 참고문헌 57
• <부록1> 초등학교 아동이 지각하는 담임교사유형 65
• <부록2> 학교행복감 검사 67