공공직업교육훈련기관의 학교사회복지 도입 방안 연구 : 학교사회복지 요구 유형 분석을 중심으로 = (The) study on the introduction methods of school's social welfare in the public vocational and the educational training institutions

국문 초록 (Abstract)

본 연구의 목적은 공공직업교육훈련기관에서 학교사회복지 도입 방안을 연구하는 것이다. 그러므로 본 연구는 일반학교 현장에서 도입되어 적용되고 있는 학교사회복지가 직업교육훈련 현장에서도 필요하다는 전제하에 연구를 설계하였다. 이러한 연구 목적을 달성하기 위하여 이론적 배경을 통한 선행연구에서 입증된 학교사회복지 필요성과 효과성을 근거로 하였으며, 선진외국의 평생복지 차원의 정책 함의에서 본 연구의 출발점을 두었다. 그리하여 학교사회복지 요구가 직업교육훈련과정, 직업교육훈련성과, 직업교육훈련전이에 미치는 영향이 긍정적으로 유효할 것을 예상하였다. 또한 학교사회복지 요구의 유형별 분석을 통하여 학교사회복지 도입 방안을 연구해 보는 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the introduction methods of school's social welfare in the public vocational and educational training institutions. Therefore, this study was planned by considering the necessity of school’s social welfare introduced and applied in the field of the regular school in the field of the vocational and educational training. To achieve the purpose of this study, it was based on the necessity and the efficiency of school’s social welfare which were established in the precedent studies through the theoretical background, and was started in the policy implication of the life-time welfare level of the advanced foreign countries. Thus, the effect that the demand of school’s social welfare affected on the course of the vocational and educational training, its results and its spread would be predicted to be positively valid. The purpose of this study was also to investigate the introduction methods of school's social welfare through the analysis by the types of the demand of school's social welfare.
The subject for inquiry 1. What was the difference of the main variables according to the characteristics of the sociology of population of the research subjects?, 2. What were the factors that affected on each of the main variables?, 3. What was the effect that the demand types of school's social welfare affected on the educational training?, 4. What was the difference of the introduction recognition of school's social welfare by the types of the demand of school's social welfare?, 5. What were the introduction methods by the types of the demand of school's social welfare?
625 students and 60 professors in Korea Polytechnic college were subjected to the research for this study. The sampling methods of the students and professors participated in the questionnaire were the group sampling and convenience sampling regardless of their majors and grades.
The result of the subject was that the introduction methods by the types of the demand of school's social welfare were as follows. First, the introduction method centered 'the moderate demand' type should take precedence over securing finances for the introduction of school's social welfare, changing recognition of the society and the educational world and securing work forces. Second, the introduction method centered 'the passive demand' type should have the program commitment of school's social welfare and the engagement of school's social workers in the educational curriculum or set up the connection with community social welfare organs to find a solution to students' problem including the secure finances for the introduction of school's social welfare, changing recognition of the society and the educational world and securing work forces discussed in the introduction method centered 'the moderate demand' type. Third, the introduction method centered 'the active demand' type should primarily implement the introduction school's social welfare in the public vocational and educational training institutions, and this type was the group that was the most interested in the requirement of the institutionalization of school's social welfare, the requirement of the specialization of school's social workers and related business, and should be needed the organization and the improvement of the educational curriculum about all the matters which could be occurred after the introduction of school's social welfare. Finally, the introduction method of whole educational curriculum was that the central government should initiatively promote the institutionalization of the introduction of school's social welfare, and Ministry of Education, Science and Technology and the educational foundation should integrate and organize school's social welfare in the educational curriculum. And also, by being improved and conducted as the customized educational curriculum centered students with flexibility, the educational curriculum should be provided for the students to have positive recognitions about achieving the educational results, have the concrete objects and increase their professionalism and recognize the necessity of the educational training. Finally, it is desirable that the management programs of school's social welfare should be the mixed type between the school-stayed type of the practiced field and the region-centered type connected with the community.
Finally, the suggestions for this study are as follows. First, the professional school counselors who are in charge of school’s social welfare should be assigned in school, and they will help students' counsel, career, employment problem, and etc. Second, the follow-up researches about developing the model of the educational curriculum integrated vocational and educational training with school’s welfare are needed. the follow-up research about the relationship between the educational curriculum and the result of the education introduced this school social welfare are suggested. Third, as this study did quantitative research through the questionnaire, the end users in the field of the vocational and educational training, students' characteristics and the problems because of the lack of school’s social welfare need to be investigated in advance and suggested.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 및 연구 목적 1
• 2. 연구 방법 8
• 3. 연구의 범위와 한계 9
• 4. 용어의 정의 13
• II. 이론적 배경 15
• 1. 직업능력개발 교육의 의의와 체제 15
• 2. 공공직업교육훈련기관의 특징과 문제점 39
• 3. 학교사회복지의 개념과 현황 54
• 4. 선행연구의 동향 61
• III. 조사 방법 70
• 1. 연구 설계 70
• 2. 조사대상 및 자료 수집 71
• 3. 조사도구 74
• 4. 자료 분석 방법 및 절차 89
• IV. 조사 결과의 분석 101
• 1. 조사대상자의 일반적 특성 101
• 2. 주요 변인 간에 미치는 영향 119
• 3. 학교사회복지 요구 유형이 교육훈련에 미치는 영향 139
• 4. 학교사회복지 요구 유형에 따른 도입 인식의 차이 149
• V. 학교사회복지 요구 유형별 도입 방안 176
• 1. ‘온건적 요구’형 중심의 도입 방안 178
• 2. ‘소극적 요구’형 중심의 도입 방안 185
• 3. ‘적극적 요구’형 중심의 도입 방안 188
• 4. 교육과정 전체 차원의 도입 방안 189
• VI. 결론 및 제언 198
• 참고문헌 205
• 부록 : 설문지 224
• ABSTRACT 235