초등학생이 지각하는 교사문화와 학생의 학교생활 만족에 대한 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the teachers' culture based on the four culture dimensions which were presented by Hofstede and to discover what the relationship between the teachers' culture and the students' satisfaction on their school life is.
The questions posed to achieve the above purpose are as follows:
First, what differences are there in the culture of elementary school teachers according to their background variables such as gender, age, position and location of school?
Second, what differences are there in the students' satisfaction on thier elementary school life according to their background variables such as gender, location of school and score?
Third, what is the correlation between the teachers' culture and the satisfaction degree of elementary students' school life.
A total of 590 survey sheets was distributed to 5th and 6th grade students who go to the elementary schools in Seo-ku and Bupyong-ku of Inchon province according to their background variables and 579(98.1%) out of the distributed 590 sheets were collected. Among these collected 579 sheets, only 563 sheets were analyzed for the statistical results and the rest of improper 16 sheets were excluded.
The questionnaires on the teachers' culture and satisfaction degree of students' school life were made based on the advices from the advising professor besides the previous research materials and used as measuring tools.
The collected data was analyzed by SPSSWIN(Statistical Package for the Social Sciences for Windows) program. As analyzing tools, t-test and ANOVA were used to analyze the differences on both teachers' culture and students' satisfaction of school life according to the background variables. Also, correlation analyzing method was used to find out what the relationship between teachers' culture and students's satisfaction in their school life is.
Upon looking into the elementary school teachers' culture:
First, it was showed that the teachers' culture of general collectivism and masculinity in elementary school ranked average. But the power distance and uncertainty avoidance scored high.
Second, teachers feel stable for the things that are perfectly organized and they make plans and orders for all activities of students very clearly.
Third, male teachers are more authoritative and strict toward students and they make a difference on teaching according to students' gender.
Fourth, older teachers ranked high on the power distance than younger teachers. In short, the groups of old teachers are more authoritative and they feel the needs of punishment more strongly.
Fifth, as for the culture of uncertainty avoidance and acceptance, head teachers tend to ready and avoid for any uncertain situations.
Sixth, there were disparities in teachers' culture depending on the location of school. Teachers who serve in elementary schools located in Seo-ku feel the needs of punishment more than that of Bupyeong-ku.
And the satisfaction of elementary school students on their school life is as shown below:
First, the satisfaction level of the students who answered to the questionnaire was above average in almost every fields of school life. Especially, it was showed that their satisfaction level on the friendship, respect for teachers and expectation for the school events was very high.
Second, in the difference of school location, Elementary students in Bupyeong-ku showed high satisfaction.
Third, the higher the students' score is, the more they satisfy with their school life.
The correlation between teachers' culture and students' satisfaction in their school life is as follows:
First, the higher the power distance is, masculinity and uncertainty avoidance, the more the students satisfy with their friendship.
Second, the lower the power distance and the higher the femininity and the uncertainty acceptance are, the more the students satisfy with teacher-student relationship.
Third, the more the teachers avoid uncertainty, the more the students observe the rules, work on positive lines for service and expect for school events.

목차 (Table of Contents)

• 목차
• I. 서론
• 1. 연구의 필요성 = 3
• 2. 연구의 목적 = 4
• 3. 연구 문제 = 5
• 4. 연구의 제한점 = 5
• II. 이론적 배경
• 1. 교사 문화 = 6
• 가. 교사문화의 개념
• 나. 교사문화와 하위문화 = 7
• 다. 교사문화체제 = 8
• 라. 교사문화의 기능 = 10
• 2. Hofstede의 문화분석의 네 차원 = 12
• 가. 권력거리 : 평등문화와 불평등문화 = 12
• 나. 개인주의 문화와 집합주의 문화 = 15
• 다. 남성적 문화와 여성적 문화 = 17
• 라. 불확실성 회피문화와 수용 문화 = 23
• 3. 학교생활만족도 = 24
• 가.교우 관계 = 24
• 나. 교사 관계 = 25
• 다.학습활동 = 27
• 라. 규칙준수 = 27
• 마. 학교행사 = 28
• 4. 선행 연구 고찰 = 29
• III. 연구방법 및 절차
• 1. 연구대상 = 32
• 2. 연구도구 = 33
• 3. 자료분석 = 36
• IV. 연구결과 및 해석
• 1. 초등학교 교사의 배경변인에 따른 아동의 교사문화 인식 = 37
• 가. 교사문화에 대한 아동의 인식 = 37
• 나. 교사의 성별에 따른 아동의 교사문화 인식 = 39
• 다. 교사의 연령에 따른 아동의 교사문화 인식 = 41
• 라. 교사의 직위에 따른 아동의 교사문화 인식 = 43
• 바. 학교소재지별에 따른 아동의 교사문화 인식 = 45
• 2. 초등학교 아동의 학교생활 만족도 = 47
• 가. 학교생활 만족도에 대한 인식 = 47
• 나. 아동의 성별에 따른 학교생활 만족도 = 49
• 바. 학교소재지에 따른 학교생활 만족도 = 51
• 바. 학업성취에 따른 학교생활 만족도 = 53
• 3. 아동이 인식하는 초등학교 교사문화와 학교생활 만족과의 관계 = 55
• V. 요약 및 결론 = 57
• 참고 문헌
• 부록
• ABSTRACT