예술고등학교 학생의 학교만족도 분석

Analysis of Art High School Students’ School Satisfaction

본 연구의 목표는 한국직업능력 개발원에서 수집한 한국교육고용패널Ⅱ(KEEPⅡ)의 데이터를 활용하여 예술고등학교 학생들에 대한 학교만족도를 분석하는 것이다. 예술고등학생의 학교만족도 분석에서는 사교육비, 학교시설, 친구인식 그리고 자아정체감 형성시기를 반영하는 자아의식과 수업태도 등을 중심으로 구분하여 변수별로 그 특성과 변수 간에 미치는 영향을 알고자 하였다. 분석방법은 구조방정식모형을 설정하고 LISREL 프로그램을 통하여 예술고등학생의 학교만족도에 나타나는 인과관계를 확인하였다. 분석결과 특수목적고인 예술고등학교의 학교만족도는 각 변인의 인과관계에서 유의미한 차이가 확인되었으며, 예술고등학생의 학교만족도에 직접적인 영향을 미치는 요소는 학교시설, 친구인식, 자아의식, 수업태도가 영향을 나타내고 있었다. 또한 학교만족도에 이르는 매개변수로는 자아의식과 수업태도이며, 자아의식은 학교시설, 친구인식를 매개하였고, 수업태도는 사교육비와 학교만족도에서 매개 역할을 하였다. 그러나 예상과는 달리 사교육비는 학교만족도에 직접적인 영향은 없었으며, 수업태도를 통하여서 간접적인 영향을 나타내고 있었다. 이 연구 결과를 통하여 특수목적고등학교인 예술고등학교의 설립 목적과 수요자 중심의 학교운영을 점검하고, 학교만족도의 변수에 따르는 매개효과를 확인함으로써 그 시사점을 논하는데 의의가 있다.

The purpose of this study is to analyze art high school students’ school satisfaction using the data of Korean Education & Employment PanelⅡ(KEEPⅡ) collected by the Korea Research Institute for Vocational Education and Training. In the analysis of art high school students’ school satisfaction, variables were identified centering on private education expenses, school facilities, friend recognition, self-consciousness reflecting the time of formation of ego-identity, and attitudes in class and the characteristics of the variables and the effects of the variables on each other were examined. As an analysis method, a structure equation model was set and the causal relationships appearing in art high school students’ school satisfaction were identified through the LISREL program. According to the results of analysis, significant differences were identified in the causal relationships between individual variables of satisfaction with art high schools, which are special-purpose high schools, and elements that have direct effects on art high school students’ school satisfaction were school facilities, friend recognition, self-consciousness, and attitudes in class, which showed effects. In addition, parameters for school satisfaction were self-consciousness and attitudes in class. Self-consciousness mediated between school facilities and friend recognition while attitudes in class played the role for mediation between private education expenses and school satisfaction. However, contrary to the expectation, private education expenses had no direct effect on school satisfaction but showed indirect effects through attitudes in class. The findings of this study are meaningful in that the purpose of establishment of art high schools, which are special-purpose high schools, and demander-oriented school operation were checked and the mediating effects of variables for school satisfaction were identified to discuss the implications.