國民學校 敎師의 敎職觀에 관한 硏究

Abstract

The purpose of study is to investigate into how the type of the teachership-view (holy profession-view, expert profession-view, and labor jop-view) of the primary school teachers vary, depending upon the factors of their background, and the specialty of teaching profession and the status of the teacher vary, depending upon the factors of their teachership. The questionnaire used in this study was made up in the light of precedent studies. The test of X²(chi-squre) and ANOVA were conducts for data processing. As a result of this study, the following conclusion was made: Firstly, it was shown that most of primary school teachers as subject for this study perceived their own teachership-view as the expert profession-view, that the teacher in the 5O's of age would perceive their own teachership-view as the holy profession-view, and that the teachers in 30's of age would perceive their own teaching profession-view as labor job-view relatively more than other age groups. Secondly, it was shown that the teacher of higher age would think more positively of the contribution of the teacher training institution and the in-service training to the specialty of teachership. And, it was found that the teacher of lower age and the male teacher would think more positively of the contribution of the education in the graduate school to the specialty of teaching profession. thirdly, with reference to the primary school teacher's opinion on the specialty of teaching profession, it was not shown that there was a significant difference, depending on the pattern of their teachership-view. Fourthly, it was shown that the female teacher in the primary school would consider the independency and neutrality of education as more positive than the male teacher in the primary school, and that the teacher of higher age would consider the independency and neutrality of education as more positive than the teacher of lower age. The teacher in the primary school as subject would not shown a statistically significant difference regarding his socio economic status treatment and amount of work, depending upon a factor of their background by sexes, and by ages. Fifthly, it was shown that the teachers with the holy profession-view and the expert profession-view would think more positively of the teacher's socio economic status than the teacher with labor job-view.