中學校 敎師의 敎職觀과 職務滿足度와의 相關關係에 대한 硏究

Abstract

영문초록 포함|This study was intended to investigate the relationship between the teacher's view of teaching profession and degree of job satisfaction. First of all, an analysis was made about the difference in both the teacher's view of teaching profession and degree of job satisfaction according to the teacher's characteristics. And an attempt was made to inquire into the relationship between the domains of the view of teaching profession and the degree of job satisfaction. To attain this goal, a questionnaire research was conducted for 385 teachers in public middle schools in Seoul. In view of the results of this study, the following conclusion could be drawn: Firstly, it was shown that in the relationship between the middle schoolteacher's view of teaching profession and degree of job satisfaction the more positive the view of teaching profession was, the higher the degree of job satisfaction was. The fact that the teacher's view of teaching profession was shown to be high is thought to be attributed to his worth and pride on teaching profession as its degree of social contribution is now perceived to be higher than in the past and teaching profession is stable. On the other hand, middle schoolteachers showed a more or less low response to job satisfaction in comparison with the view of teaching profession. This is thought to have resulted from improved treatment of the teacher, elevation of his social status, burden of his workload and tie-up of personnel Secondly, male teachers showed a higher response to both the view of teaching profession and the degree of job satisfaction than female teachers, which was attributed to improved working environment. Teachers in the 30s of age and with the educational background ranging from over 10 years to less than 20 years had the low view of teaching profession and the low degree of job satisfaction. This was ascribed to the realistic, domestic and social instability of their mental state, which indicates that middle schoolteachers were leading an unsatisfactory teaching life. Thirdly, it was shown that chairpersons had the higher view of teaching profession and degree of job satisfaction than ordinary teachers, which indicates that chairpersons were socially and domestically stable and leading a comfortable life with older age. Teachers not in charge of a class were shown to be higher in both the view of teaching profession and the degree of job satisfaction than counterparts in charge of a class, which indicates that the teacher in charge of a class has a problem of workload. Fourthly, it was shown that there was not significant difference in most realms between teachers from the college of education and the college of non-education. And it could be found that teachers from the college of non-education were higher, in both the view of teaching profession and the degree of job satisfaction than counterparts from the college of education in terms of the remaining realms, which indicates the problem of education in the college of education. Based on the above conclusion, several suggestions could be made as follows: Firstly, the middle schoolteacher is required to continue to receive support at a level of national educational policy to establish the social and economic status of the teacher so that he may hold a correct view of teaching profession. Secondly, it is a serious thing that there was not a significant difference in both the view of teaching profession and the degree of job satisfaction between teachers from the college of education and from the college of non-education. This implies that it is necessary to emphasize the specificity of curricula in the college of education and educate students to instill a thorough view of teaching profession into students. But an innovative educational policy will have to be provided for the college of education at a national level and superior manpower be included into it.