교육복지사가 경험한 업무수행 과정의 사례연구

A Case Study of the Work Performance Process Experienced by an Educational Welfare Worker

목적 본 연구는 학교내 청소년 대상으로 다양한 복지서비스를 제공하고 있는 교육복지사가 경험한 업무를 수행하면서 겪게되는 다양한 사례와 문제점을 분석하고 이를 통해 발전방안을 모색하기 위함이다. 방법 이러한 목적을 달성하기 위해 연구자는 대전지역 초·중·고등학교에 교육복지사로 근무하고 있는 지도자 6명을 대상으로 의도적 표본 추출 방법을 통해 2024년 2월에 총 6회에 걸쳐 면접조사를 실시하였으며, 연구의 타당성 확보를 위해 참여자 확인과 동료검토를 실시하였다. 결과 분석 결과, 교육복지사가 업무 수행 시 발생되는 문제점은 4개의 상위범주와 12개의 하위범주로 도출하였다. 연구 참여자들은 교육복지 업무 수행과정에서 홀로 업무를 수행해야 했으며 업무 수행 강도가 높은 것으로 확인되었다. 둘째, 교육복지사가 업무를 수행하기 위한 체계적인 환경 구축 마련이 필요한 것으로 나타났다. 셋째, 교육복지우선지원사업의 예산 축소로 실천현장은 어려움을 겪고 있었다. 넷째, 학교 내 교육복지사의 직업과 역할에 대한 인지도가 매우 낮은 것으로 확인되었다. 결론 교육복지 활성화를 위한 담당 인력배치 증원과 원활한 업무 수행을 위한 적절한 환경 조성 기반 마련, 교육복지 예산의 추가 확보, 교육복지사의 인지도 제고 및 협력체계 구축이 필요하다.

Objectives The purpose of this study is to analyze various cases and problems encountered by educational workers who provide various welfare services to youth in schools while performing their work, and to find ways to develop them. Methods To achieve this purpose, the researcher conducted a total of six interviews in February 2024 using a purposeful sampling method targeting six leaders working as educational welfare workers in elementary, middle, and high schools in the Daejeon area. To ensure the validity of the study, participant confirmation and peer review were conducted. Results As a result of the analysis, it was confirmed that the research participants had to work alone during the educational welfare work process and that the intensity of work performance was high. Second, it was found that it was necessary to establish a systematic environment for educational welfare workers to perform their work. Third, the implementation site was experiencing difficulties due to the budget reduction of the education welfare priority support project. Fourth, it was confirmed that awareness of the job and role of educational welfare workers in schools was low. Conclusions As a result of the analysis, the problems that arise when educational welfare workers perform their work were derived into 4 upper categories and 12 lower categories. It was confirmed that the research participants had to work alone during the educational welfare work process and that the intensity of work performance was high. Second, it was found that it was necessary to establish a systematic environment for educational welfare workers to perform their work. Third, the implementation site was experiencing difficulties due to the budget reduction of the education welfare priority support project. Fourth, it was confirmed that awareness of the job and role of educational welfare workers in schools was very low.