중등단계 공업계열 직업교육기관 교사의 직무 내용과 시간에 관한 연구

다국어 초록 (Multilingual Abstract)

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

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 4
• 3. 연구 문제 4
• 4. 용어의 정의 5
• 5. 연구의 제한 5
• II. 이론적 배경 7
• 1. 중등단계 직업교육기관 교사의 역할과 직무 7
• 2. 중등단계 직업교육기관 교사의 직무 수행 시간 33
• 3. 중등단계 직업교육기관 교사의 직무 수행 관련 배경 변인 40
• III. 연구 방법 48
• 1. 연구 절차 48
• 2. 조사 대상 49
• 3. 조사 도구 51
• 4. 자료 수집 61
• 5. 자료 분석 62
• 6. 응답자의 일반적 현황 63
• IV. 연구 결과 및 논의 65
• 1. 중등단계 직업교육기관 교사의 직무 구명 65
• 2. 중등단계 직업교육기관 교사의 직무 중요도, 곤란도, 수행 빈도 분석 결과 71
• 3. 중등단계 직업교육기관 교사의 직무 수행 시간과 적정 직무 수행 시간 분석 결과 87
• 4. 논의 102
• Ⅴ. 요약, 결론 및 제언 112
• 1. 요약 112
• 2. 결론 118
• 3. 제언 120
• 참고문헌 124
• ABSTACT 133
• 부록 140

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