교사행동에 대한 아동의 지각과 학교생활만족도의 관계 = Relationship between Student's Perception of Teacher's Behaviors and the Student's Satisfaction Level in their School Lives

다국어 초록 (Multilingual Abstract)

School is the center of educational activity caused by the mutual interaction between teacher and student, and the teacher is a central player of education. The way students understand and percieve a teacher's behavior has a great effect on students' everyday life at school.
The main purpose of this research is to find out how students perceive a teacher's behavior rather than the teacher's actual behavior. To find out the relationship between students' perception and their satisfaction level of school life. By doing so, we hope to establish a proper image of a teacher and guide students to develop an appropraite personality.
With these purposes the following questions were raised. First, how will the perception of a teacher's behavior by students differ by grade level and gender? Second, how does students' satisfaction level differ by grade level and gender? Third, how is the relationship between students' perception of a teacher's behavior and their satisfaction of school life?
In the research, 403 students in 5th and 6th grade attending two elementary schools in Suncheon, Jeonnam, were sampled as subjects for research. In order to observe students' perception of a teacher's behavior, a perception test of teacher's behavior and students' school satisfaction test were used as measuring instruments. The SPSS statistics program was utilized for analysis.
The results made through the analysis are as follows.
First, examining the student's perception of teacher behavior, generally the average in each sub-field is above the medium, with the exception of teacher's negative feedback and instructional action that have negative effects upon students. This data shows students as a whole perceive teacher's behavior positively. The students' perception of teachers' behavior according to gender, shows that male students' perceptions is more positive than the females. Then by grade, 6th graders have less positive perceptions of teachers' behavior than 5th graders.
Second, the general tendency of students' satisfaction level of school life shows positive in all of the sub-fields. The students' satisfaction level of school life doesn't differ much by gender. By grade, their satisfaction level drops as the grades go up, but it doesn't have a significant difference in statistics.
Third, if you take a look at the relations between students' perception of teacher's behavior and their satisfaction level of school life, teachers' study and regulation-based behavior has strong static correlations, and next teacher's expectation, behavior giving wider range of options and chances, and voluntary assisting behavior also have static correlation, but in contrast teachers' negative feedback and instruction have no correlation. Through these results, you can see the satisfaction level of school life increases as students perceive teachers' behavior positively.
In synthesizing the previous results, students' perception of teacher's behavior has much educational meaning in various ways. First, students that have proper and satisfying relations in school life with teachers, are more likely to be satisfied in all the other parts. Therefore, teachers must show interest and trust, and should respect students' character. They should also grant different roles according to the students' individuality. Accept and judge positively while accepting the students' opinions. Also they must remember the students' perception is more important than the teachers' behavior itself. They should act in a proper way in order to make students feel and perceive that they are privledged and are receiving much help and encouragement.

목차 (Table of Contents)

• 목차 = ⅰ
• ABSTRACT = ⅲ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 교사행동과 아동의 지각 = 6
• 2. 아동의 학교생활만족도 = 13
• 3. 교사행동과 학교생활만족도 = 17
• Ⅲ. 연구 방법 = 20
• 1. 연구 대상 = 20
• 2. 측정 도구 = 20
• 3. 자료 처리 = 24
• Ⅳ. 연구 결과 = 26
• 1. 교사행동에 대한 아동의 지각의 일반적인 경향 = 26
• 2. 아동의 학교생활만족도의 일반적인 경향 = 29
• 3. 교사행동과 학교생활만족도 = 36
• 4. 교사행동에 대한 지각수준에 따른 학교생활만족도 = 39
• Ⅴ. 논의 및 결론 = 41
• 1. 논의 = 41
• 2. 결론 및 제언 = 43
• 참고문헌 = 46
• 부록 = 50