옹호연합모형을 적용한 교원의 정치 참여 가능성과 한계 탐색 = A Study on the Possibilities and Limitations of Teachers’ Political Participation Using the Advocacy Coalition Framework

다국어 초록 (Multilingual Abstract)

This study aims to analyze the debate surrounding the expansion of teachers’political rights by applying the Advocacy Coalition Framework (ACF) and toexplore the possibilities and limitations of teachers’ political participation. To thisend, the study examines the major factors affecting the policy subsystem relatedto discussions on expanding teachers’ political rights and systematically identifiespatterns of interaction among relevant actors within the policy subsystem. Themain analytical findings of this study are as follows.
First, throughout the discussion process on expanding teachers’ political rights,actors within the policy subsystem formed two advocacy coalitions: onesupporting the expansion based on the guarantee of fundamental rights ascitizens, and the other opposing it based on the principle of political neutralityin education. Second, the advocacy coalitions within the policy subsystem wereinfluenced by various external variables. In particular, changes in the dominantcoalition within the political system, represented by a change in government,were found to be a key factor inducing policy change. Third, the pro-advocacycoalition's available mobilization resources were public legal authority andpresidential leadership, while the anti-advocacy coalition's available mobilizationresources were public opinion. Fourth, in discussions on expanding teachers’political rights, policy-oriented learning took the form of public forums, and noclear policy brokers emerged. Based on these findings, this study proposesstrengthening policy-oriented learning involving both pro- and anti-advocacycoalitions, forming a social consensus to ensure legitimacy, and establishing clearstandards at the institutional level.