교사의 인간관계가 학생교육에 미치는 영향에 관한 연구

다국어 초록 (Multilingual Abstract)

Traditionally education has been regarded as the area of the personnel character formation and self-realization. But recently understanding of education is changing as the trigger of social development. For these reasons our social acknowledgement about importance of education is increasing day by day and we are trying to promote the educational reformation. Eventhough these trial to improve the atmosphere of education, if teachers would not have a conviction and mission on the education, we could not expect any kind of educational improvement and reformation. Therefore we should recognize the most important factor to determine quality of education is teachers themselves and without improving quality of teachers we could not achieve educational development. In addition to that, we have to also consider the impotance of the teachers mentality. Because mental health of teachers have strong relation not only to their adaptation for the occupation but also to the character development of students. But the realty is very different and mental and physical atmosphere surrounding teachers are continuing to press big stress on their job peformance. What is the reason to make these kind of difficult situation? The main favors are as follows;
The first is relationship between teachers and education administrators; bureaucratic administrators have been disturbed teachers' autonomy and willingness for the education; they have been done vertical and dogmatic management to the actual educational field. For these reasonthere is a little opportunity for teachers to do creative and scientific student guidance.
The second is relationship between teachers and parents' of students; increase of parents' willingness to participate for the education become a very big burden got teachers when they guide students. According to the democratic change of social situation and realization of educational autonomy, parents not educational specialist is starting to challenge teachers' own educational sphere. They are used to violate teachers' educational working place, to intimidate teachers and to mkee teachers to be demoralized.
The third is relationship between teacher; the one who has notme smooth relationship between teachers is isolating him from the other. It me him not to achieve self-fulfillment, to be ye negative and to reduce ability of teaching. Because of lack of solidarity they could not anticipate cooperation and friendship with others. Finally they can not make desirable guidance for students.
From above, we can notice the importance of teachers relationspwith which they have been sustained in the field of education. Student guidance depends on the matter how teachers make relationship with surrounding factors. And teachers understanding of the atmosphere acts the dominant factor on the personnel character formation of students. Therefore all social forces relating to teaching including parents, administrators and even states officials have to try to me proper atmosphere for teaching activity, And teachers themselves also should try to recover the real and true education. Teachers must realize they are the model of the unmatured students. For this reason teachers have to do their best to get their own speciality and to be recognized as the educational specialist by the society.

목차 (Table of Contents)

• 목차
• 제1장 서론 = 1
• 제1절 연구의 필요성 및 목적 =1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 제2절 연구의 방법과 범위 = 4
• 제2장 인간관계의 이론적 배경 = 5
• 제1절 인간관계의 개념과 연구 배경 = 5
• 1. 인간관계의 개념 = 5
• 2. 인간 관계의 연구 배경 = 7
• 제2절 인간관계 조직구조의 유형 = 10
• 1. 관료적 인간관계 = 11
• 2. 권위적 인간관계 = 11
• 3. 민주적 인간관계 = 12
• 4. 자유방임적 인간관계 = 13
• 제3절 인간관계 형성의 원리 = 16
• 1. 인간관계 형성 요인 = 17
• 2. 인간관계 형성원리 = 18
• 제4절 교사와 학생의 교육학적 관계 = 26
• 제3장 학교조직 사회와 교사의 인간관계 = 31
• 제1절 학교조직 사회의 특성과 조직문화 = 31
• 1. 학교사회의 특성 = 31
• 2. 학교 조직문화 = 32
• 제2절 교사의 인간관계 = 36
• 1. 학교장과 교사의 인간관계 = 37
• 2. 교사 상호간의 인간관계 = 40
• 3. 교사와 학생과의 인간관계 = 41
• 4. 교사와 학부모와의 인간관계 = 43
• 제3절 교실문화와 학생교육 = 46
• 1. 교실문화의 개념 = 46
• 2. 교실 속의 교육 = 48
• 제4절 교사의 정신 건강과 학생교육 = 56
• 1. 교사의 정신 건강이 학생교육에 미치는 영향 = 56
• 2. 교사의 정신건강 저해요인 = 56
• 제4장 학교경영 및 교사 인간관계의 개선 방향 = 63
• 제1절 바람직한 학교경영 방향 = 63
• 1. 학교장의 역할 = 63
• 2. 바람직한 학생지도 방향 = 66
• 제2절 교사의 인간관계 개선방향과 학생지도 = 70
• 1. 교사의 인간관계 개선방향 =70
• 2. 교사의 자율성이 학생교육에 미치는 영향 = 77
• 제5장 요약 및 결론 = 82
• < 참고문헌> = 85
• ABSTRACT = 89