저경력 중학교 교사의 학교생활기록부 작성 경험에 관한 질적 연구 = A Qualitative Study of Novice Middle School Teachers’ Experiences of School Record Writing

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore how novice middle school teachers perceive School Record writing and experience the writing process, and to propose strategies to improve this practice. To achieve this objective, three research questions were formulated. First, how novice middle school teachers perceive School Record writing and which factors they consider burdensome were examined. Second, the experiences encountered by novice middle school teachers during the writing process and how they respond to these challenges were identified. Third, the types of support needed by novice middle school teachers in the process of School Record writing were explored.
To address these questions, in-depth interviews were conducted with four novice middle school teachers, and the data were analyzed using the constant comparative method.
The study yielded the following key findings. First, School Record writing was perceived by novice middle school teachers as an important yet burdensome task. Second, several challenges emerged, including last-minute bulk writing, memory distortion, and insufficient data during the writing process. Lastly, it was found that, at the school level, teachers’ autonomy in writing should be expanded, while at the district level, practical training and mentoring programs should be provided, along with strengthened collaboration between educational stages.
This study contributes to the literature by broadening the understanding of School Record writing among novice teachers in middle schools. The findings offer valuable implications for enhancing teacher competencies and improving record-keeping practices in educational settings.