中等敎員의 社會經濟的 地位에 대한 敎員의 知覺 反應에 관한 硏究

Abstract

This study attempted to investigate secondary-school teachers' perceptual response to their socio-economic status. As a result, the following findings were summarized: First, secondary-school teachers responded that their teaching profession was relatively low compared to the other jobs that had the same qualification and requirements in terms of social status. Especially, the ceremonial treatment of the teacher is very low, which causes superior human resources to avoid the teaching profession and teachers to feel satisfied with it. Second, secondary-school teachers responded that their teaching profession was relatively low compared to the other jobs that had the same qualification and requirements in terms of economic status. Especially, it was found that as male teachers had the longer teaching career, they were constrained in keeping his livelihood on account of low income and felt mentally burdensome in relation to children's educational expenses, medical insurance premium and other bills. Third, secondary-school teachers perceived that they were not socially guaranteed the status as teacher due to the degradation of educational authority, the loss of teachers' authority in terms of the guarantee of the teacher's status. Consequently, it was found that they had a sense of uneasiness about their status as teacher. Fourth, it was found that secondary-school teachers felt that the guarantee of their status should be achieved not to receive unfair treatment and punishment as well as the similar level of ceremonial treatment and reward system to the other jobs that had the same qualification and requirements so as to enhance the socio-economic status of teachers.