학교평생교육 담당교사의 업무역할에 따른 갈등분석

다국어 초록 (Multilingual Abstract)

The advent of knowledge-based information society has affected the education sector as well. Lifelong education has been introduced since the 20th century, which pursues the creation of an open learning community where everybody can study in a self-directed manner without being restricted by time and space. And existing school education is under the influence of that change. The development of lifelong education programs is stepped up by capitalizing on the facilities and human resources of schools, and school lifelong education is being actualized in response to the needs of local communities.
Due to the short history of school lifelong education, that is confronted with several problems, such as poor professionalism, inadequate finance, a shortage of programs and a lack of zeal on the side of people whom the education caters to. There have been a lot of difficulties to tide over in making it take root and prevailing. Nonetheless, teachers who are in charge of school lifelong education take the initiative in the growth of that education both in quantity and quality, as their positive self-concept encourages themselves to serve as a catalyst in furthering that education.
In fact, however, the teachers face lots of conflicts, which results in disturbing their own job performance and getting them to be discouraged. Such experiences are likely to detract from their self-concept and job commitment, which becomes eventually a drag on the development of school lifelong education.
The purpose of this study was to examine the conflicts of teachers responsible for school lifelong education during job performance. It's planned to prepare questionnaires designed to evaluate conflicts with job roles and the level of conflicts by conflict factor, to investigate teachers in charge of school lifelong education, and to explore what efforts should be made to lessen their conflicts.
The following research questions were posed:
1. What differences do the background variables of teachers responsible for school lifelong education make to their own conflicts with job roles?
(1) What differences does their gender make to their conflicts?
(2) What differences does their position make to their conflicts?
(3) What differences does the type of school(public or private) make to their conflicts?
(4) What differences do training experiences in school lifelong education make to their conflicts?
2. What differences do the background variables of teachers responsible for school lifelong education make to the level of their conflicts by conflict factor?
(1) What differences does their gender make to the level of conflicts by conflict factor?
(2) What differences does their position make to the level of conflicts by conflict factor?
(3) What differences does the type of school(public or private) make to the level of conflicts by conflict factor?
(4) What differences do training experiences in school lifelong education make to the level of conflicts by conflict factor?
3. What is the extent of their conflicts with job roles for school lifelong education?
(1) What is the extent of their conflicts by conflict factor?
(2) What is the extent of their conflicts with job roles?
(3) What is the extent of their conflicts with job roles by conflict factor?
Three different job roles were selected in this study to check into their conflicts with the job roles: program planning/operation, facility-management/organizational networking and evaluation. And four different conflict factors were selected to assess the level of conflicts caused by the factors: inter - dependency, goal difference, perceptual gap and resources distribution.
Questionnaire method was adopted, and the instrument used in this study was questionnaires that employed a Likert scale. The subjects in this study were 600 middle school teachers in Seoul, on whom a survey was conducted. The answer sheets from 342 teachers were used, and t-test and descriptive statistics were utilized to address the research questions.
The findings of the study were as follows:
First, the working-level lay teachers who actually conducted school lifelong education felt more conflicts with program planning/operation, one of the job roles, than the head teachers who supervised it. Among the conflict factors, goal differences triggered more conflicts among the teachers. It implied that the lay teachers suffered more conflicts with job performance than the head teachers in the school lifelong education sector.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구목적 = 3
• 3. 연구문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 학교평생교육과 담당교사의 업무역할 = 5
• 가. 학교평생교육의 의미와 필요성 = 5
• 나. 학교평생교육의 운영모형 = 7
• 다. 학교평생교육의 업무 진행 과정 = 9
• 라. 학교평생교육 담당교사의 업무역할 분석틀 = 15
• 2. 학교평생교육과 갈등요인 = 22
• 가. 갈등의 의미 = 22
• 나. 학교조직과 갈등 = 24
• 다. 갈등의 유형과 요인 = 27
• 라. 학교평생교육에서의 갈등요인 분석틀 = 30
• 3. 학교평생교육 담당교사의 업무역할 갈등분석틀 = 33
• Ⅲ. 연구방법 = 37
• 1. 조사대상 = 37
• 2. 조사도구 = 38
• 가. 조사도구의 구성 = 38
• 나. 질문지의 척도 구성 = 40
• 3. 분석방법 = 40
• Ⅳ. 연구결과의 분석 및 논의 = 41
• 1. 학교평생교육 업무역할에 따른 배경변인별 갈등의 정도 분석 및 논의 = 41
• 가. 성별에 따른 분석 및 논의 = 41
• 나. 교사의 지위에 따른 분석 및 논의 = 42
• 다. 학교구분에 따른 분석 및 논의 = 44
• 라. 연수의 유무에 따른 분석 및 논의 = 45
• 2. 학교평생교육 갈등요인에 따른 배경변인별 갈등의 정도 분석 및 논의 = 46
• 가. 성별에 따른 분석 및 논의 = 46
• 나. 교사의 지위에 따른 분석 및 논의 = 47
• 다. 학교구분에 따른 분석 및 논의 = 49
• 라. 연수의 유무에 따른 분석 및 논의 = 50
• 3. 학교평생교육 업무역할에서 갈등의 정도 분석 및 논의 = 52
• 가. 학교평생교육 갈등요인의 내용요소별 갈등의 정도 분석 및 논의 = 52
• 나. 학교평생교육 업무역할별 갈등의 정도 분석 및 논의 = 54
• 다. 학교평생교육 업무역할에 따른 갈등요인별 갈등의 정도 분석 및 논의 = 54
• Ⅴ. 결론 및 제언 = 56
• 1. 결론 = 56
• 2. 제언 = 58
• 참고문헌 = 60
• ABSTRACT = 63
• 부록 = 68