중학생이 기대하는 학급담임교사의 역할에 관한 연구 = A STUDY ON HOMEROOM TEACHER ROLE EXPECTED BY MIDDLE SCHOOL STUDENTS

다국어 초록 (Multilingual Abstract)

The purpose of this study was to discuss what kind of role a class teacher should perform in a bid to serve as a basis for more efficient classroom management, as a homeroom teacher exerts a huge influence on the personality building and achievement of middle school students. For that purpose, a survey was conducted over 496 middle school students who were living in Kyong-buk. After the collected data were analyzed with SPSS, the following findings were given:
As a result of examining their general expectations for class teacher, the middle school students investigated were interested in class teacher personality, and liked their teacher to be flexible and sympathetic. A homeroom teacher was viewed as one who extend a lot of help to students for their future. They wanted the morning and afternoon meeting could be more perfect, and liked a teacher to be plain-looking and smile all the time.
Next, regarding their expectations for academic guidance by class teacher, they wanted to be allowed to study in a free way according to their ability. As for learning guidance, steady concern and encouragement were expected. Concerning learning atmosphere, it's hoped that they could be induced to study on their own. The class teacher was expected to encourage them to work hard after academic assessment, and it's considered good to give assignment on some day like Saturday when they have enough time to do it.
As a result of examining their expectations for guidance by homeroom teacher, teacher was expected to give counseling on demand, whenever a student causes any problem, to have him or her correct his or her mistake. The largest number of the students liked to take career and aptitude counseling, and a phone counseling was preferred to home visit. As to leisure activities, they found it necessary for them to be allowed to do leisure activities on their own. It's believed the corporal punishment should be done when a student is admonished for any misconduct two or three times in vain. In extracurricular activities, they thought their talent should be developed if they have any. For moral discourse, they wanted to be instructed to be a faithful, upright person.
Finally, concerning their expectations for classroom management by homeroom teacher, they found it helpful to discuss any trouble with their friends, and expected teacher just to deliver what they had to know in the morning and afternoon meeting. For better classroom climate, they liked to have a recreation time or tea party, and they thought they should do their best to make the classroom environment more pleasant. Their class teachers weren't thought to show favoritism toward any specific students. And they believed that classroom management should be done according to every student's opinion, and that student aptitude should be taken into account in career guidance.

목차 (Table of Contents)

• 목차
• Abstract
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 내용 = 2
• II. 이론적 배경 = 4
• 1. 역할 이론 = 4
• 2. 교사의 중요성과 역할 = 6
• 3. 학급경영과 담임교사 = 13
• 4. 바람직한 교사상 = 19
• 5. 선행연구의 고찰 = 28
• III. 연구방법 = 31
• 1. 연구 대상 = 31
• 2. 조사 도구 = 32
• 3. 자료처리 = 33
• IV. 연구 결과 및 논의 = 34
• 1. 결과 = 34
• 가. 일반적 기대 경향 = 34
• 나. 학습 지도면 = 40
• 다. 생활 지도면 = 48
• 라. 학급 관리면 = 58
• 2. 논의 = 68
• V. 요약 및 결론 = 75
• 1. 요약 = 75
• 2. 결론 및 제언 = 77
• 참고문헌 = 79
• 부록 = 82