이 연구는 전남과 서울의 초등학교 초임교사를 대상으로 교직적응 과정에서 겪는 갈등의 양상을 파악하고, 그들이 겪는 갈등의 원인을 분석함을 통해 교직초기 교사들의 교직갈등을 드러내는 데 그 목적이 있다. 연구의 목적을 달성하기 위하여 선행연구를 바탕으로 반구조화된 질문지를 작성하여, 서울과 전남 지역 초임교사들을 대상으로 심층면담을 실시하였다. 본 연구는 질적 연구의 특성상 연구결과의 일반화에 한계가 있으나 교직 초기에 경험하는 교사의 주관적 인식과 갈등 과정에 대한 묘사를 통해 초임교사의 교직적응 과정을 설명하는 개념 틀을 형성하는 데 통찰을 제공할 수 있다는 데 의의가 있다. 연구를 통해 초임교사의 갈등원인을 한국사회의 사회문화적 특성, 학교내부, 학교외부로 나누어 살펴보았으며, 이들의 갈등은 일반 조직의 신입사원이나 학교조직의 경력교사의 갈등과 차이점이 있다는 점을 발견하였다.
The purpose of this study is to explore profession conflicts of beginning teachers through analysis of aspects and meaning of conflicts. Objects of study limit membership to teachers who have less than 3 years of teaching experience in public elementary schools: Seoul and Jeollanam-do. The interviews were conducted by semi-structural and non-structural interviews. The interviews were recorded to preserve data with the interviewer s consent. The results of the study are as in the following. First, teaching profession conflicts as an individual. Beginning teachers have been confused about their identities, getting clothed with their responsibilities as teachers. The age gap of beginning teachers has been getting bigger and bigger since the unemployment crisis, moreover, each has different work experience, which is a struggle for beginning teachers. Furthermore, over-concentration in workload due to gender gap is another aspect. Second, teaching profession conflicts as a school system. Beginning teachers have been confused with the changing school system according to each principal’s standards. Also, they feel contradiction to teaching-learning system that is assessment-oriented. In addition, they suffer from assignments and over-concentrated workloads which lack structured principals, yet each are sensitive to rumors and to the watchful eye of senior teachers. Third, teaching profession conflicts off-campus. Beginning teachers have scruples about the relationship between parents of students and themselves. Particularly, beginning teachers who work in schools which are not economically, culturally, or socially advanced undergo all sorts of hardships from impolite parents of students. Meanwhile, their dwellings undergo a change according to their working conditions. The beginning teachers who get assigned to agricultural, mountainous, and fishing villages, have to live in official residences. However, beginning teachers, who get assigned to cities, go through financial difficulties as well. Even though they are in different difficult situations, but both experience dwelling conflicts. The discussion, based on the results of this study, is as in the following. First, teachers’ conflicts end up to be closely related to the school organization. Second, beginning teachers’ professional conflicts originate from simultaneously entering into relationships with various types of and social levels of people in schools. Third, problems that beginning teachers go through are also closely connected to the social climate in which women have hardships in the work field. Fourth, the conflict of the age gap of beginning teachers getting broader and their work experiences becoming more diverse is related to a mocro-societal crisis involving the current unemployment crisis. Fifth are the various informal group structures in schools. Sixth, teachers in Seoul and Jeollanam-do have experienced unique local characteristics.
Ⅰ. 연구의 필요성 및 목적
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅵ. 결론 및 제언