초등교사의 학부모 참여 경험에 대한 자문화기술지 = Autoethnography of an Elementary Teacher's Experience of Parent Participation in School Activities

다국어 초록 (Multilingual Abstract)

This study examines patterns in parental participation in schools from the complex perspective of in-education and out-of-education groups, identifying their key social and cultural implications.
In this study, I used an autoethnographic approach owing to my dual identity as a teacher and parent. As a parent, I participated in various events and activities at my children's schools, including entrance ceremonies, parent meetings, open classes, and parent counseling sessions. The qualitative autoethnographic analysis yielded the following insights. Parents were virtually disconnected from the school’s administration, maintaining only formal communication, and the school was mobilizing them for administration roles while monopolizing major authority and access to the information necessary for educational management. Parental leaders faced challenges, setbacks, and unfavorable conditions; however, they also grew as public parents through their participation in school activities. Parental leaders were unable to resolve internal conflicts due to isolation and a lack of competence.
The findings of this study underscore the importance of enhancing awareness about parental agency, establishing a substantive democratic system as a prerequisite, and establishing a partnership-based governance system to exercise co-agency. This study is significant as it deepens the understanding of the relationship dynamics between schools and parents in a multidimensional manner and offers a starting point for reconciling the different expectations held by teachers and parents.