직업계고등학교 미용 교사의 교육 사회자본이 학생 취업경로 형성에 미치는 영향

The Influence of Vocational High School Beauty Teachers’ Educational Social Capital on Students’ Employment Pathways

The purpose of this study is to analyze how the educational social capital possessed by vocational high school beauty department teachers operates and influences the formation of students' employment pathways. A literature review on social capital was conducted, followed by structured interviews with three beauty teachers each with more than 20 years of teaching experience. The interview data were fully transcribed and analyzed using a theme-centered approach to derive higher- and lower-order categories. The findings are as follows. First, teachers’ educational social capital consisted of a multilayered network that included industry experts, franchise companies, university professors, professional associations, and fellow teachers. Second, this social capital played a central role in enhancing students’ access to employment information and practical field experience through various school-industry collaboration activities such as MOU agreements, Industry-Academia Partnership Apprenticeship School, company briefings, job-shadowing opportunities, and internship matching. Third, trust-based teacher-student relationships enabled personalized career guidance, interview preparation, emotional support, and mitigation of relational stress, all of which significantly contributed to students’ employment adaptability and persistence. Fourth, several structural limitations of social capital emerged, including dependence on individual teachers’ networks, reliance on informal verbal information, and disruption of relationships due to changes in corporate personnel. Finally, teachers suggested improvement measures for the sustainable utilization of educational social capital, such as establishing a formal pool of partner companies, creating regular industry exchange systems, expanding teacher industry training, and introducing data-driven employment-matching systems. This study clarifies the mechanisms through which teachers’ educational social capital influences student employment outcomes, offering meaningful implications for vocational high school employment support policies, school-industry collaboration frameworks, and teacher professional development programs. It also highlights the need to transform educational social capital from an individual resource into an organizational and institutional asset.