초등돌봄전담사가 바라본 초등돌봄교실의 근무실태와 개선요구

A Study on the Work Status and Improvement Needs for Elementary After-School Care Program by the Elementary After-School Care Staffs

본 연구는 초등돌봄의 필요성 및 확대 요구에 부응하여 초등돌봄교실의 질 제고 방안을 모색하기 위한 목적으로 서울시 초등돌봄전담사가 바라보는 초등돌봄교실 현장의 근무실태와 직무환경 등에 대한 개선요구를 조사하여 분석하였다. 이에 초등돌봄 관련 연구보고서와 선행연구자료 등의 문헌을 탐색하여 이론을 구성하였고, 근무실태와 개선 요구 자료는 서울시 전체 초등돌봄전담사 대상의 전자설문조사, 그리고 11명의 전문가 표적집단면접(FGI)을 실시하여 수집 분석하였다. 연구결과로 첫째, 시간제전담사는 겸용교실을 사용하는 경우가 많은 것으로 나타났고, 둘째, 초등돌봄전담사는 9시-17시를 가장 적정한 근무시간으로 희망하고 있었다. 셋째, 대체로 직무수행에 대한 보람을 긍정적으로 가지고 있으나 직무환경에 대해서는 불만족한 반응을 보였다. 넷째, 초등돌봄교실의 개선요구 사항으로는 처우와 돌봄운영시간, 정책 제도 등의 개선을 가장 우선 순위로 꼽았고, 초등돌봄전담사를 위한 연수 의무화 도입에도 압도적으로 의견을 표명하였다.

This study investigated and analyzed the work status and job environment of elementary after-school care program viewed by elementary after-school care staffs in Seoul, The purpose of this study is to find ways to improve the quality of elementary after-school care program in response to the need and expansion of elementary after-school care program. Accordingly, the theory was constructed by exploring literature such as elementary care-related research reports and prior research data. And the data on work status and improvement needs were collected and analyzed by an electronic survey of all elementary after-school care staffs in Seoul and 11 expert target group interviews (FGI). As the results of this study, first, it was found that part-time elementary after-school care staffs often use concurrent classrooms, and second, elementary after-school care staffs hoped that 9 a.m.-17 p.m. would be the most appropriate working hours. Third, in general, it was positively rewarding for job performance, but it showed a dissatisfied reaction to the job environment. Fourth, improvement of treatment, care operation time, and policy system were the top priorities as improvement needs for elementary after-school care program. And the elementary after-school care staffs overwhelmingly expressed their opinions on the introduction of mandatory training for them. These findings are expected to be useful basic data for gradually improving the quality of elementary after-school care program and establishing effective policies by listening to the vivid voices of elementary after-school care staffs who directly take care of school sites.