교육활동을 통해 본 고등학교 교사들의 교사문화에 대한 질적 연구

다국어 초록 (Multilingual Abstract)

This study is designed to take a look at what educational behavior high school teachers show and what the features of teachers' culture are. With this in mind, the researcher conducted a year's participatory observation, interviews and public documents by focusing on Hapcheon High School. The findings go as follows.
High school teachers engage in the following educational activities in addition to regular education, learning activities and life guidance. They include official document treatment, counseling and its recording, drawing up basic data cards for students and service activities, morning and afternoon assembly, cleaning guidance, various instructions, attendance and nonattendance management, drawing up life recording documents, environment beautification, class activities, entrance assembly, graduation assembly, intramural athletic competitions, student physical examinations, spring excursions, off-campus training activities, trips for study, fall excursions, school festivals, broadcasting festivals, academic art events, cultural events, various campaign events, after-class learning guidance, attracting freshmen, off-campus life guidance, and research activities or training programs.
The following are the features of teachers' culture appearing in the daily educational activities of high school teachers.
First, the interpersonal relationship of teachers at school goes as follows.
Junior teachers learn something from the good experience of senior teachers in the field of education, and the latter tries to take positive part in changes ineducation. There is no conflict or interference among colleagues for they have different majors in spite of the fact that they all work in similar environment.Yet there is a little conflict when the work of school should be alloted at the end of each term for they refrain from taking charge of routine work. Teachers feel uncomfortable in this situation, stopping short of speaking out.
Second, teachers put an emphasis on changing students' behavior in a desirable fashion and improving their academic grades more than on the achievement of formal educational objectives.
Third, the survey reveals that the reform of the teaching profession starts with the active progression of changing educational methods. The subjects agree that teachers should change, objecting to a drastic and sudden change in education. On the other hand, teachers get prepared for adjusting themselves to new changes with the help of self-training.
Fourth, teachers' culture formed by high school teachers is characterized by submission to educational reality focusing on academic records, cynical avoidance of work, self-regulation within a closed castle, speciality orientation, psychological reward and promotion orientation and so on.
All in all, high school teachers are creating a kind of culture through their routine educational behavior and the interaction between teachers and school members. The researcher would like to suggest that the educational authorities and teachers as well should make every effort so that teachers' culture may meet the needs of globalization and informatization by breaking away from the practice of avoidance, submission, closure and promotion orientation and creating positive culture including enterprising spirit, creativity and diversity and so on.

목차 (Table of Contents)

• 목차
• SUMMARY
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 문제 = 2
• 3. 연구의 제한점 = 3
• II. 이론적 배경 = 4
• 1. 문화의 정의 = 4
• 2. 교사문화와 하위문화 = 6
• 3. 교사문화의 기능 = 7
• 4. 학교조직의 특징 = 8
• 5. 교직의 성격 = 9
• 6. 선행 연구의 검토 = 12
• III. 연구방법 = 15
• 1. 연구 대상 학교의 선정 = 15
• 2. 연구자의 위치 = 15
• 3. 자료 수집 및 분석 = 16
• IV. 연구대상 학교의 사회 문화적 특성 = 18
• 1. 연구 학교의 사회 문화적 배경 = 18
• 2. 학교의 교육 목표 = 23
• V. 교사들이 학교에서 하는 교육활동 = 29
• 1. 학교에서 하는 교육활동의 사례 = 29
• 2. 행사활동 = 58
• VI. 교사문화 = 64
• 1. 교사의 학교에서의 인간관계 = 64
• 2. 교사들의 교육관 = 69
• 3. 변화에 대한 적응 태도 = 70
• 4. 교사문화의 특성 = 70
• VII. 결론 = 78
• 1. 결론 = 78
• 2. 제언 = 80
• 참고문헌 = 82
• 부록 = 83