교사로 산다는 것 : 중학교 교사의 행복경험에 관한 현상학적 연구 = Being a teacher : phenomenological approach on experience of happiness as a middle school teacher

다국어 초록 (Multilingual Abstract)

The purpose of this study is to consider what kinds of experiences middle school teachers have in their school lives and how the experiences are related to their happiness.
Phenomenological research method was used for the study. Giorgi's four step method is also used for detail analysis.
This study depends on the lively stories from the four teacher participants. There were 2 or 3 times interviews for each participants. For additional or complimentary data various kinds of communication were used: talking on the phone, e-mails, text messages, and the internet messengers. After the in-depth interview with each participants , the recorded materials were dictated and filed. The analysis and the interpretation were done based on the dictated materials.
429 meaningful units were picked out from the data, and they were grouped into 85 meaningful units. The 85 units were divided into 19 subcategories and finally, into 6 main categories.
For higher validity of the research, advice was asked during the analysis. People with the different viewpoints gave advice : members of 'study group of qualitative methods', and a classmate of the researcher who is studying for qualitative methods for her own thesis. From the beginning, the advisor's regular checks and advice were the essential part of the study. The analysed result were sent to the participants and the details were confirmed by them. Two more middle teachers (a teacher who has 20 years' teaching career and another teacher who finished the doctor's course of pedagogy) gave help to check objectivity and reliability all the process of the analysing.
The following is the results of the study on happiness‒related experience as a middle school teacher.
First, the teachers started their teaching career on the base of what they saw from their own teachers. Also, they often had troubles and were faced with difficult situations, most of which were caused because they didn't have their own pedagogic philosophy.
Second, the teachers thought that the feeling of happiness was not very often and didn't last long, but the hardship was always in their daily lives. They felt happy when they were really into teaching in class with the students' attention, when they saw their educational influence in the students' change, or when their former students visited them with good memories after growing up. They appreciated the happy moments which came from relation to the students. However, it usually took long time for them to see their efforts in the students' growing and sometimes the feeling of happiness would be changed suddenly to the feeing of disappointment or discourage in the hectic school life. That is one of the reason why the happy feeling didn't last long. In contrast, the hardship as a teacher was continuous and repetitive. For example, the teachers felt frustrated in the school where teachers' autonomy was ignored and their responsibility was strongly demanded. They also felt burdened with increasing number of works given to them, dropped from nowhere. Communication with the school parents sometimes caused troubles, too.
Third, they realized that they were getting matured as a teacher. They have been improving their teaching abilities and developing their educational philosophy through introspection. On the other hand, they were afraid that they might fall behind in the fast changing environment.
Fourth, even though they are having hard time as a teacher, they didn't give up being a good teacher. They have self-expectation that they could help students to be better persons, so they have been making efforts to become better teachers themselves.
This study is meaningful because it embarked on a new chapter about understanding teachers' lives by interpreting what they experienced at school and it showed that mapping out specific plans and practical help for the teachers' happiness were needed. Specially, the study found the necessity of organization to get opinions of new teachers and the program to develop teachers' self-efficacy.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 5
• Ⅱ. 이론적 배경 6
• 1. 교사의 삶과 행복 6
• 2. 질적 연구 방법으로서의 교사 연구 9
• Ⅲ. 연구 방법 15
• 1. Giorgi 현상학적 연구방법 15
• 2. 자료수집 및 연구절차 16
• 3. 연구의 평가 26
• Ⅳ. 연구 결과 29
• 1. 중학교 교사로 살아가는 경험의 구성요소 도출 29
• 2. 중학교 교사로 살아가는 경험의 구성요소들 33
• 3. 교사로 살아가는 경험의 일반적 구조 기술 71
• 4. 중학교 교사로 살아가는 경험의 구조 76
• Ⅴ. 논 의 77
• Ⅵ. 요약, 결론 및 제언 87
• 1. 요약 및 결론 87
• 2. 제언 90
• 참고문헌 92
• ABSTRACT 100
• 부 록 103
• 1. 연구 참여자 동의서 103
• 2. 자기소개서 104
• 3. 논문이 나오기까지 105