중등단계 공업계열 직업교육기관 교사의 직무 내용과 시간에 관한 연구

이찬주 忠南大學校 大學院 2016 국내박사

The purpose of this study is to investigate the duties (job categories and category-specific job specifications) of teachers working at secondary level technical vocational education institutes, and analyze job importance, difficulty and frequency of performance perceived by teachers, as well as their correlation, job performance hours and reasonable job performance hours. This study also analyzed the differences in the job importance, difficulty, frequency of performance, job performance hours and reasonable hours that have been investigated according to background factors (homeroom teacher availability, head teacher availability, subject in charge, school size and school location). As for the subjects of this study, 16,052 teachers teaching at secondary level technical vocational education institutes will be the population. In regards to sampling of research participants, 1,030 teachers from 31 schools were targeted by considering school location, school size and school type using stepwise sampling, which is a variation of cluster sampling, instead of random sampling. A survey was conducted for the research participants by distributing 1,030 copies of questionnaires from which 513 copies (45%) were collected. Among the collected copies, 124 copies with insufficient or invalid responses were excluded to use 389 copies (38.8%) for analysis. For deducing the duties of teachers working at secondary level technical vocational education institutes, they were theoretically devised by reviewing related legislations & regulations and domestic & overseas literatures. The devised duties were reviewed by 16 current teachers (4 administrator & master teachers, 6 special subject teachers, 6 general subject teachers) and 3 education experts to be revised and supplemented to complete the job model. The job categories consisted of 7 categories that are subject instruction (lesson preparation & planning, lesson administration, academic evaluation), student instruction (extracurricular student guidance, school life guidance), class management, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement (and 10 categories when middle categories are included), and category-specific specifications consisted of 46 items. Based on this, development of research tool was finalized, and questionnaires were used as the research tool. The questionnaires were designed to examine category-specific job specifications’ importance, difficulty and frequency of performance, and category-specific job performance hours & required hours and respondents’ individual background & school background factors. The questionnaires were revised and supplemented to clarify their meaning through preliminary research before being distributed. For ensuring the reliability and construct validity of research tool, inter-item consistency (Cronbach's ) and confirmatory factor analysis(CFA) were conducted. In the case of reliability, it was found to be satisfactory with .805-.889 for the range of importance, .814-.895 for the range of difficulty, .776-.878 for the range of frequency of performance, .652 for job performance hours and .719 for required job performance hours. In the case of construct validity, CFA was performed and goodness of fit test was conducted according to the standard of being fit when 4 out of 6 are satisfied. The result was =2425.55 with significance probability of p<.001, thereby not satisfying the standard (of being desirable when p is higher than .05. However, RMR=.052, GFI=.909, AGFI=.900, NFI=.934, TLI=.928 were found to satisfy the standard, thereby showing the validity of the constructed job categories and category-specific job specifications). For analyzing the collected data, SPSS 18, AMOS 18 statistical program and EXCEL 2010 program were used. Using these programs, descriptive statistic was used to analyze the general conditions of respondents. As for research problem-specific data analysis methods, first, CFA was performed to investigate the job categories and category-specific job specifications of teachers working at secondary level technical vocational education institutes. Second, descriptive statistics such as frequency, mean and standard deviation, as well as t-test and one-way ANOVA were used to analyze the job importance, difficulty and frequency of performance of teachers working at secondary level technical vocational education institutes, and the differences according to background factors. In addition, correlation analysis was used to analyze the correlations between the job importance, difficulty and frequency of performance of teachers working at secondary level technical vocational education institutes. Third, descriptive statistics such as frequency, mean and standard deviation, as well as t-test and one-way ANOVA were used to analyze the job performance hours and reasonable job performance hours of teachers working at secondary level technical vocational education institutes, as well as the differences according to related background factors. The results of this study are as follow. First, the job categories of teachers working at secondary level technical vocational education institutes consisted of 7 categories that are subject instruction (lesson preparation & planning, lesson administration, academic evaluation), student instruction (extracurricular student guidance, school life guidance), class management, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement. Based on the CFA, they consisted of 46 sub-factors in 10 categories with 3 categories of lesson preparation & planning, lesson administration and academic evaluation for subject instruction, and 2 categories of extracurricular student guidance and school life guidance for student instruction, and class management, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement. The goodness of fit of the constructed research model was analyzed with the result of =2425.55 and significance probability p<.001, thereby not satisfying the standard. However, other indicators such as RMR=.052, GFI=.909, AGFI=.900, NFI=.934 TLI=.928 were found to be satisfactory. In addition, standard factor loadings of sub-factors were .499-947, thereby showing significant effect sizes and being significant at the significance level of .05. Construct reliability was .796-.926 and average variance extracted (AVE) was .609-.797, thereby ensuring convergent validity among measurement variables. In addition, correlation square ( ) was found to be smaller than the smallest AVE (.609), thereby ensuring discriminant validity of measurement variables. Second, job importance perceived by teachers working at secondary level technical vocational education institutes was found to be high overall with 4.10, while above average in difficulty with 3.45 and average in frequency of performance with 3.12 (1-3 times a month). As for categories with high job importance, they were found to be in the order of academic evaluation (4.32), lesson preparation & planning (4.28), expertise enhancement (4.27), lesson administration (4.26), school life guidance (4.25), class management (4.17) and PR & field practical training (4.12). In regards to categories with high job difficulty, they were found to be in the order of PR & field practical training (4.07), curriculum organization & administration (3.73), expertise enhancement (3.55), school life guidance (3.48), academic evaluation (3.35) and extracurricular student guidance (3.22). As for categories with high frequency of job performance, they were found to be in the order of class management (3.88), lesson administration (3.77), school life guidance (3.52), school affairs & administrative duties (3.40) and lesson preparation & planning (3.17). Teachers working at secondary level technical vocational education institutes are showing an intermediate level static correlation in the importance and difficulty of overall duties, while showing an intermediate level static correlation in the categories of school life guidance, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement for category-specific correlation. In regards to the importance and frequency of performance of overall duties, they are showing an intermediate level static correlation, while showing an intermediate level static correlation in the categories of lesson administration and school affairs & administrative duties for category-specific correlation. The difficulty and frequency of performance of overall duties are showing a low level correlation, while showing a low level category-specific correlation in every category except school affairs & administrative duties. The differences in the job importance, difficulty and frequency of performance according to homeroom teacher availability were analyzed, and the result showed that differences were shown in the importance and frequency of performance of overall duties, while showing no differences in difficulty. In regards to job category-specific importance, it was found to be high for homeroom teachers compared to non-homeroom teachers in the categories of lesson administration, extracurricular student guidance, school life guidance, class management and expertise enhancement. As for difficulty, it was found to be high for homeroom teachers compared to non-homeroom teachers in the categories of school affairs & administrative duties, PR & field practical training and expertise enhancement. In regards to frequency of performance, it was found to be high for homeroom teachers compared to non-homeroom teachers in the categories of lesson preparation & planning, lesson administration, extracurricular student guidance, school life guidance, class management and expertise enhancement. The differences in the job importance, difficulty and frequency of performance according to master teacher availability were analyzed, and the result showed no differences in the importance, difficulty and frequency of performance of overall duties. There were no differences in the job category-specific importance and difficulty, and frequency of performance was found to be high for general teachers compared to master teachers in the categories of extracurricular student guidance, class management and expertise enhancement. The differences in the job importance, difficulty and frequency of performance according to teachers in charge of respective subjects were analyzed, and the result showed no differences in the importance, difficulty and frequency of performance of overall duties. The job-category specific importance was found to be high for general subject teachers compared to special subject teachers in the categories of academic evaluation and class management, while showing the opposite result in the category of expertise enhancement. The difficulty was found to be high for special subject teachers compared to general subject teachers in the category of lesson preparation & planning, while showing the opposite result in the category of extracurricular student guidance. The frequency of performance was found to be high for special subject teachers compared to general subject teachers in the categories of lesson administration, extracurricular student guidance and PR & field practical training. The differences in the job importance, difficulty and frequency of performance according to school size were analyzed, and the result showed no differences in the importance, difficulty and frequency of performance of overall duties. The job-category specific importance was found to be high for teachers working at small size schools compared to teachers working at medium size schools in the categories of extracurricular student guidance and curriculum organization & administration, while showing no differences in the job category-specific difficulty and frequency of performance. The differences in the job importance, difficulty and frequency of performance according to school location were analyzed, and the result showed no differences in the importance and difficulty of overall duties but differences in frequency of performance. The job-category specific importance was found to be high for teachers working in Eup & Myeon regions compared to teachers working in medium & small cities and special & metropolitan cities in the categories of class management, curriculum organization & administration and PR & field practical training. The job-category specific difficulty was found to be high for teachers working in Eup & Myeon regions compared to teachers working in medium & small cities and special & metropolitan cities in the categories of lesson preparation & planning and class management. In regards to the job-category specific frequency of performance, differences were found in every category except for lesson administration, curriculum organization & administration and school affairs & administrative duties. Third, total job performance hours and total reasonable job performance hours perceived by teachers working at secondary level technical vocational education institutes were found to be respectively 2,787.8 minutes and 2,934.7 minutes with the differences of 146.9 minutes. In regards to job category-specific job performance hours, they were found to be high in the order of lesson administration, extracurricular student guidance, school affairs & administrative duties and lesson preparation & planning, with reasonable job performance hours in the order of lesson administration, lesson preparation & planning, extracurricular student guidance and school affairs & administrative duties. As for job categories with shorter reasonable job performance hours compared to job performance hours, they were found to be lesson administration, extracurricular student guidance and school affairs & administrative duties. In other job categories, it was found that longer job performance hours are needed. In regards to job performance hours perceived by teachers from other schools according to homeroom teacher availability, they were found to be 2,789.2 minutes for homeroom teachers and 2,786.0 minutes for non-homeroom teachers, while also showing 2,907.7 minutes for homeroom teachers and 2,969.1 minutes for non-homeroom teachers regarding reasonable job performance hours. The differences between the job performance hours and reasonable job performance hours perceived by teachers from other schools were found to be 118.5 minutes for homeroom teachers and 183.1 minutes for non-homeroom teachers. In regards to job performance hours perceived by teachers from other schools according to master teacher availability, they were found to be 2,769.1 minutes for general teachers, 2,829.1 for master teachers, while also showing 2,918.3 minutes for general teachers and 2,971.1 for master teachers regarding reasonable job performance hours. The differences between the job performance hours and reasonable job performance hours perceived by teachers from other schools were found to be 149.2 minutes for general teachers and 142.0 minutes for master teachers. In regards to job performance hours perceived by teachers from other schools according to teachers in charge of respective subjects, they were found to be 2,888.3 minutes for special subject teachers and 2,536.1 minutes for general subject teachers, while also showing 3,021.8 minutes for special subject teachers and 2,716.8 minutes for general subject teachers regarding reasonable job performance hours. The differences between the job performance hours and reasonable job performance hours perceived by teachers from other schools were found to be 133.5 minutes for special subject teachers and 180.7 minutes for general subject teachers. In regards to job performance hours perceived by teachers from other schools according to school size, they were found to be 2,636.5 minutes for teachers working at large size schools, 2,921.0 minutes for teachers working at medium size schools and 2,669.9 for teachers working at small size schools, while also showing 2,761.5 minutes, 3,041.8 minutes and 2,934.7 minutes for teachers working at respectively large, medium and small size schools regarding reasonable job performance hours. The differences between the job performance hours and reasonable job performance hours perceived by teachers from other schools were found to be 125.0 minutes, 120.8 minutes and 264.8 minutes for teachers working at respectively large, medium and small size schools. In regards to job performance hours perceived by teachers from other schools according to school location, they were found to be 2,682.0 minutes, 2,921.2 minutes and 2,734.0 minutes for teachers working at respectively special & metropolitan cities, medium & small cities and Eup & Myeon regions, while also showing 2,860.3 minutes, 2,995.2 minutes and 2,958.2 minutes for teachers working at respectively special & metropolitan cities, medium & small cities and Eup & Myeon regions regarding reasonable job performance hours. The differences between the job performance hours and reasonable job performance hours perceived by teachers from other schools were found to be 178.3 minutes, 74.3 minutes and 224.2 minutes for teachers working at respectively special & metropolitan cities, medium & small cities and Eup & Myeon regions. *key words: secondary level technical vocational education institute, secondary level technical vocational teacher, job, teacher’s job, job importance, job difficulty, job performance frequency, job performance hours, reasonable job performance hours

신사동 호랭이 작곡 Girl Group 'Apink'의 곡 NONONO(2013)에 관한 연구

이찬주 세종대학교 2017 국내석사

대한민국의 여자 6인조 idol group ‘Apink’의 ‘NONONO (2013)’는 2013년 7월 5일 발매된 Apink 3rd Mini Album [Secret Garden]의 Title 곡으로 작곡가 ‘신사동 호랭이’가 작사, 작곡 하였다. 총 3분 40초, 96마디로 이루어져 있으며, genre는 Dance이다. 이곡의 작곡가 ‘신사동 호랭이’가 아버지를 응원하는 내용을 주제로 가사를 제작하였다. 가사에서 특정 호칭을 사용하지 않음으로써, 넓은 범위의 ‘Healing Song’이 되었다. 편곡은 전반적으로 현악기의 대선이 돋보이는 구성이며string, guitar등이 주가 되는 classic한 악기구성이나, synthesizer 악기도 혼용되었다.

표현적 교육목표의 성격과 그 교육적 과정에 관한 연구

이찬주 동국대학교 대학원 1999 국내석사

The purpose of this study is to discuss the limits and problems of the behavior educational objectives which has maintained the superior position in the school curriculum, and going one step forward, to suggest the functions and the educational process of the expressive outcome as an alternative idea. The expressive objectives may produce creative ideas in which the child is free to explore. Also, It has the consequences of curriculum activities that are intentionally planned to provide a fertile for personal purposing and experience. When the expressive objectives are used by teachers, the originality of child's individual experience structure can be sought. In the situation of differences and specialties, being dominant under uniform objectives and overlooking the nature of child's experience will make a great mistake. On this point of view, it is important and significant that the expressive objectives is an objective activity, leading vivid educational results, not just a kind of educational objectives but the alternative idea of escaping from uniform educational objectives, with extending chances to various educational encounter. For instance, the expressive objectives is process-oriented paradigm, not separating educational activity. Educational objectives interacts among educational content, educational method, and educational appraisal in its curriculum. Depending on the statement form of educational objectives, educational content enables to transmit limitedly and it influences to the area of method and appraisal. Therefore, educational objectives have to be stated as various forms of expression according to educational content. By it, the method and the appraisal also have to be changed. On this point of view, it is a rule that the expressive objectives has to select visible educational objectives in detail before the fact, but it doesn't regulate the results of educational activities in general. 'The expression', asserted by W. Dilthey(1833-1911), is the concept to identify the children's subjective experiences and to clarify the formation of new experiences. It can be explained as the circular structure, 'experience(Erleben)-expressive(Ausdruck)-understand(Verstehen)'. It would be suggestive that the meaning of 'expression' is related to the existential experience of an individual. In the expressive objectives, the reinforcement of expressive meaning is the embodiment of direct and internal experience the expression has. For instance, child's experience of subjective and internal character through its expression becomes to have a structure, and forms extendedly new experience in its quality through understanding process and hermeneutic activity by a teacher and a child. A child expresses his being in its expression, and produces developmental self-formation through its experiential knowing process. As a result, the expressive objectives is a sort of educational effort to escape from the uniform type of objectives. We can understand the interner experience of children which belongs to their subjective views, by apprehending the meaning of their expression.

항공기 플러터 간섭의 분석 및 저감대책 연구

이찬주 韓國航空大學校 2002 국내박사

엔트로피 개념에 기초한 하천 유속 분포식의 적용성 분석

이찬주 서울대학교 대학원 2007 국내석사

觀光地 中.高學生用 餘暇施設開發方案 마련을 위한 實證的 연구 : 서울지역 중.고등학생을 중심으로

이찬주 경희대학교 경영대학원 1991 국내석사

인공 수정체 삽입에 따른 가토 각막 내피세포의 변화

이찬주 가톨릭대학 1983 국내박사

아동기의 정서적 돌봄 부족이 사회불안증상에 미치는 영향 : 부정적인 사회적 자기개념과 긍정적 및 부정적인 자동적 사고의 순차적 매개역할

이찬주 한림대학교 대학원 2024 국내석사

본 연구는 아동기의 정서적 돌봄 부족과 사회불안증상의 관계를 살펴보고, 이들의 관계를 설명하는 구체적인 기제를 규명하고자 하였다. 선행연구와 문헌 리뷰를 기반으로 아동기의 정서적 돌봄 부족과 사회불안증상의 관계에서 부정적인 사회적 자기개념과 긍정적 및 부정적인 자동적 사고가 순차적으로 매개역할을 하는 것으로 가정한 연구모형을 설정하였으며, 이 연구모형에서 아동기의 정서적 돌봄 부족이 긍정적 및 부정적인 자동적 사고, 그리고 사회불안증상에 직접적으로도 영향을 주는 부분매개역할을 가정하는 대안모형을 상정하였다. 아울러, 네 가지 예측변인들 각각 독립적으로 사회불안증상에 기여한다고 가정하는 단순효과모형을 상정하였다. 온라인 설문조사를 통해 전국 만 20세~29세의 성인 남녀 대상으로 아동기의 정서적 돌봄 부족, 사회불안증상, 부정적인 사회적 자기개념, 긍정적 및 부정적인 자동적 사고를 자기보고식 척도로 측정하였으며 총 446명이 최종 분석에 사용되었다. 본 연구에서 관심 있는 주요 변인들은 모두 구조방정식 모형 검증을 위한 정규성 조건을 충족하였다. 구조방정식 분석 결과, 아동기의 정서적 돌봄 부족과 사회불안증상의 관계에서 부정적인 사회적 자기개념과 긍정적 및 부정적인 자동적 사고가 순차적으로 매개역할을 할 것을 가정한 연구모형에서 긍정적인 자동적 사고로부터 사회불안증상으로 가는 경로가 유의하지 않았다. 이에 이 경로를 제외한 수정모형이 다른 모형들과 비교할 때 가장 적합하다고 판단되었다. 따라서 모형의 적합도 및 간명성 그리고 이론적 배경을 고려하여 최종모형으로 선정되었다. 최종모형의 모든 경로계수는 유의하였고, 아동기의 정서적 돌봄 부족과 사회불안증상의 관계에서 부정적인 사회적 자기개념과 부정적인 자동적 사고를 통한 간접효과가 유의하였다. 결론적으로, 본 연구의 결과들은 아동기의 정서적 돌봄 부족이 부정적인 사회적 자기개념과 부정적인 자동적 사고의 순차적인 매개역할을 거쳐 사회불안증상에 간접적으로 영향을 미친다는 것을 시사한다. 나아가, 20대 젊은 성인들의 사회불안증상을 효과적으로 완화하고 그러한 증상이 사회불안장애로 악화되는 것을 예방하기 위해서는 이들이 아동기 시절 겪은 정서적 돌봄 부족의 부정적 영향을 직접 완화하는 방안뿐만 아니라 그들의 부정적인 사회적 자기개념과 부정적인 자동적 사고를 개선하는 데 초점을 맞추는 것이 중요함을 시사한다. 끝으로, 본 연구의 의의, 제한점과 향후 연구방향에 관하여 논의하였다. The purpose of this study was to examine the relationship between poor emotional care in childhood and social anxiety symptoms and to identify specific mechanisms that explain this relationship. Based on previous studies and literature review, a research model was established that assumed the sequential mediating role of negative social self-concept and positive and negative automatic thoughts in the relationship between childhood emotional care deprivation and social anxiety symptoms, and an alternative model that assumed the partial mediating role of poor emotional care in childhood on positive and negative automatic thoughts and social anxiety symptoms directly. In addition, a simple effects model assumes that each of the four predictors independently contributes to social anxiety symptoms. Self-report measures of poor emotional care in childhood, social anxiety symptoms, negative social self-concept, and positive and negative automatic thoughts were administered via an online survey to a nationally representative sample of adult men and women aged 20 to 29 years, and a total of 446 participants were used in the final analysis. All key variables of interest in this study met the normality conditions for structural equation model testing. Structural equation modeling revealed that the path from positive automatic thoughts to social anxiety symptoms was not significant in the model that assumed the sequential mediating role of negative social self-concept and positive and negative automatic thoughts in the relationship between poor emotional care in childhood and social anxiety symptoms. Therefore, a modified model that excluded this path was determined to be the best fit when compared to the other models. Therefore, it was selected as the final model based on its goodness of fit, simplicity, and theoretical background. All path coefficients in the final model were significant, and the indirect effects of negative social self-concept and negative automatic thoughts were significant in the relationship between poor emotional care in childhood and social anxiety symptoms. In conclusion, the results of this study suggest that poor emotional care in childhood indirectly influences social anxiety symptoms through the sequential mediation of negative social self-concept and negative automatic thoughts. Furthermore, these findings suggest that in order to effectively alleviate social anxiety symptoms in young adults in their 20s and prevent their progression to social anxiety disorder, it is important to focus on improving their negative social self-concept and negative automatic thoughts, as well as directly mitigating the negative effects of the poor of emotional care they experienced in childhood. Finally, the significance, limitations, and future research directions of this study are discussed.

고주파대역에서 기판으로 쓰이는 Glass/Al₂O₃복합체의 소결거동

이찬주 한양대대학원 2000 국내석사

중학교 배구 스포츠클럽 참여를 통한 라이프 스킬 습득에 대한 내러티브 탐구

이찬주 충남대학교 교육대학원 2022 국내석사

본 연구의 목적은 중학교 배구 스포츠클럽에 참여했던 학생들의 참여 경험을 통한 라이프 스킬 습득 경험을 탐색하고, 배구 스포츠클럽의 어떠한 맥락이 라이프 스킬의 습득을 가능하게 하는지를 심층적으로 이해하는 데 그 목적이 있다. 연구 목적을 이루기 위한 연구 문제는 첫째, 중학교 배구 스포츠클럽 참여 경험을 통해 어떠한 라이프 스킬을 습득하는가? 둘째, 중학교 배구 스포츠클럽의 어떠한 맥락이 라이프 스킬의 습득을 가능하게 하는가? 로 설정하였다. 연구 목적을 이루기 위해 질적 연구 방법인 내러티브 탐구를 사용하였으며 연구는 2021년 1월부터 11월까지 총 11개월간 진행하였다. 연구 절차는 Clandinin & Connelly(2000)의 5단계를 활용하였다. 연구 참여자는 연구자가 운영한 배구부 참여 경력이 2년 이상 되는 학생, 배구부에 열정적으로 참여했던 학생, 배구를 통해 삶의 태도가 변한 학생이라는 기준에 부합하는 5명을 선정하여 연구를 실시하였다. 자료 수집은 심층면담, 관찰, 문서 등을 통해 이루어졌으며 자료 분석은Wolcott(1994)이 제시한 기술(description), 분석(analysis), 해석(interpretation)의 단계를 통해 이루어졌다. 연구의 신뢰성과 진실성을 제고하기 위해 Lincoln & Guba(1985)가 제시한 삼각검증법, 참고자료 사용, 연구 참여자의 검토와 조언, 동료 연구자의 검토와 조언 등의 신뢰성 준거를 사용하였으며 연구의 윤리성을 확보하기 위해 면담과 관찰을 실시하기 전에 연구 참여자에게 연구의 목적과 필요성에 관해서 설명한 후 연구 참여에 대한 동의를 구하고 연구 참여 동의서를 확보하였다. 연구의 결과는 다음과 같다. 첫째, 중학교 배구 스포츠클럽을 참여하며 얻은 라이프 스킬은 신체적 영역, 심리적 영역, 사회적 영역의 요인으로 구조화 되었고, 신체적 영역에서 건강 관리와 체력 증진, 심리적 영역에서 자기 인식 능력, 자기 관리 능력, 정보 인식 능력, 정보 활용 능력, 그리고 사회적 영역에서 타인과 관계를 맺기 위한 기술, 공동체가 유지되고 기능하기 위해 갖춰야 하는 기술이 나타났다. 둘째, 학생들의 라이프 스킬 습득을 가능하게 하는 맥락으로 크게 2가지로 나타났는데 이는 바로 교사의 역량과 배구부의 전통과 문화로 나타났다. 교사의 역량은 다시 두 가지로 나뉘어 첫 번째는 배구 실기 능력, 교사로서의 티칭 능력, 감독으로서의 코칭 능력으로 요약되는 교사의 전문 능력이다. 배구부의 전통과 문화는 크게 일곱 가지로 나뉘는데 선배들과의 훈련, 단합대회, 부자배구데이, CJ컵 배구대회, 연탄봉사, 대학탐방, 프로배구팀과의 만남 등의 활동들로 나타났다. 연구 결과를 바탕으로 본 연구의 한계점과 후속 연구의 방향에 대한 제언은 다음과 같다. 첫째, 질적 연구를 위하여 5명의 연구 대상을 선택했으나 조금 더 다양한 분야에 진출한 학생들의 심층적인 이야기를 들어보았다면 연구의 신뢰도가 더 높아졌을 것이다. 둘째, 라이프 스킬은 인생 전반에 걸쳐 사용되므로 더 장기적인 연구를 지속적으로 할 필요가 있다. 셋째, 배구부 외의 다양한 학교스포츠클럽과 라이프 스킬의 관계에 대한 연구가 필요하다. 넷째, 연구 결과 배구부를 통한 다양한 라이프 스킬의 습득을 확인하였으니 다음 차례는 라이프 스킬을 개발하는 프로그램에 대한 연구와 일반화된 모형에 대한 논의이다. 이러한 연구가 지속되고 실제로 적용된다면 학생들은 일반화된 프로그램의 보급을 통해, 학교스포츠클럽을 통해 삶을 살아가는 역량과 문제를 해결할 기술을 건강하게 갖출 수 있을 것이다. The purpose of this study is to explore the connection between the experience from volleyball clubs in middle schools and the acquisition of life skills. To achieve the goal of this thesis, the research questions have been set up as follows: 1) What kind of life skills have been acquired through volleyball clubs in middle schools? 2) What part of middle school volleyball club experience became the factor of achieving life skills? Using narrative inquiry as the qualitative research method and the 5 steps of research procedure by Clandinin & Connelly(2000) to reach the object of this study, this study has been in process for 11 months from January to November in 2021. The researcher had selected 5 participants from a group of formal and current students who 1) had participated in the researcher’ s middle school volleyball club more than 2 years, 2) were passionate about being in the club and 3) had actual changes in their lives through the experience they gained from the volleyball club. The research materials were collected through depth interviews, observations and documents and the datas were analyzed using the steps—description, analysis, interpretation-of Wolcott(1994). To enhance the credibility and integrity, trustworthieness criterias were used such as 1) triangulation presented by Lincoln & Guba(1985), 2) using reference datas, 3) examinations and counsels from participants and fellow researchers. To uphold the ethicality, the researcher had explained the goal and necessity of this research to the participants and had them sign the consent form. The results of this study are as follows: 1) The life skills attained through middle school volleyball clubs can be sorted into 3 different fields-physical, psychological and social abilities. Then each field can be divided into several parts. The physical ability into health care and enhancing physical strength, the psychological ability into self awareness, self management, information recognition and information utilization, at last the social ability into interpersonal skill, community management skill. 2) Then there are mainly two aspects of a middle school volleyball club that helps achieving life skills- the teacher’s capabilitiy and the club’s culture and tradition. These factors can be also divided into several parts. The capabilitiy of the teacher includes the talent as a player, the competence as a teacher, the ability as a coach. Training with superiors, workshop, Family club day, the CJ cup-a regional tournament, community service, visiting universities, and inviting the professional volleyball team to school are all parts of the culture and tradition of the club. Based on this thesis, the follow-up study should consider the issues as in the following: 1) Because this research had only 5 participants, more in-depth interviews with more various samples could have increased diversity in the study which affects the reliability of the thesis. 2) Since the researcher’s career as a volleyball coach is not the longest, the oldest participants are still in their early twenties, which means this thesis needs long-term observations of the participants’ lives to see the long-term impacts. 3) The study should not be limited in one kind of sport club and expand the field of study to different kinds of sports clubs. 4) By reason of the outcome-participating in middle school volleyball clubs influence obtaining useful life skills-, the next step should be developing programs and generalized models that cultivates life skills for sports clubs in schools. Continuing this work and applying the results into schools will propose the future of sports clubs in schools to lead the participants’ lives more skillful.