初等敎師의 敎職 專門性 認識과 敎職遂行能力 및 敎職 滿足度와의 關係硏究

Abstract

This study was intended to investigate the relationship between elementary teachers' understanding of teaching-profession specialty and its accomplishment ability and its satisfaction level. As a consequence, the following findings were summarized as follows : First, elementary teachers' level of understanding of the teaching profession averaged 3.52%, which indicates that it is somewhat higher than the moderate level. It was found that there was a significant difference in the entire item relating to an understanding of the teaching profession specialty according to gender. That is, female teachers understood the teaching profession as more important than male counterparts. It was shown that there was a significant difference in relation to elementary teachers' level of understanding the teaching-profession specialty in accordance with age, teaching experiences, position, and the current place of work. Teaching-profession specialty was more greatly understood by male teachers than by female counterparts in terms of gender and most importantly understood by the middle-aged teachers in the age range of their 4os. Teachers below 10 years of teaching experiences showed the lowest level of understanding teaching-profession specialty in terms of teaching experiences, and chairpersons showed the high level of understanding its specialty in terms of the class of a position. And teachers graduated from the graduate school showed the high level of understanding specialty in terms of educational background. The smaller the size of a class in the area of mym (administrative unit) was the higher level of understanding specialty teachers showed. Second, The average of teachers' ability to accomplish the teaching profession as a whole was 3.68, which indicates that it is somewhat higher than the moderate level. It was shown that there was a very significant difference in it according to age, teaching experiences and the class of a position. The ability to accomplish the teaching profession was more greatly perceived by male teachers than it was by female counterparts in terms of gender and it was so by middle-aged teachers belonging to the age range of their 4os in terms of age. And it was shown that it was greatly perceived by the group of teachers with 21∼30 years of teaching experiences in terms of teaching experiences, by the group of chairpersons in terms of the class of a position and by the group of teachers graduated from the graduate school in terms of educational background. It could be found that the overall ability to accomplish the teaching profession was greatly perceived by the group of teachers in the school with the size of 25 to 36 classes in terms of class size, and by the group of teachers working in the school located in the urban area in terms of the area of work. Third, the total average of the level of satisfaction with the teaching profession was 3.19, which indicates that it is perceived as near to dissatisfaction though it may be difficult to judge satisfaction and dissatisfaction with the teaching profession. It was found that there was not a significant difference in it according to gender while there was a significant difference in it according to age. And it was shown to be the highest in the group of teachers in their 4os. It was shown that there was a significant difference in the level of satisfaction with the teaching profession according to teaching experiences. The group of teachers with over 31 years of teaching experiences showed the highest average on all of seven items relating to the level of satisfaction with the teaching profession while the group of teachers with less than 10 years of teaching experiences showed the lowest average on all the items. It was shown to be higher in the group of teachers graduated from the college of education(or high school) in terms of educational background and in the group of chairpersons in terms of the class of a position, who showed the high scores on the entire item relating to the level of satisfaction with the teaching profession. It was shown that it was perceived as a little higher by the group of teachers working in the area of my on in terms of the area of work and perceived as somewhat higher on the entire item by the group of teachers working in the school with 13 to 24 classes in terms of school size. Fourth, it was shown that the relationship between the understanding of teaching-profession specialty and the ability to accomplish it was entirely distributed between 0.25 and 0.70, which indicates that it has the positive correlation on the whole. The more professional teachers perceived the teaching profession to be, the more greatly their ability to accomplish it increased. Fifth, it was shown that the relationship between teachers' understanding of teaching-profession specialty and level of satisfaction with the teaching profession was distributed between 0,25 and 0.60, which indicates that it has a significantly positive correlation with all the sub-factors except school adminstration. The higher level of understanding the teaching-profession specialty teachers had, the higher level of satisfaction with it they had. Based upon the findings, the following conclusion was drawn : First, it could be found that the elementary teachers responding to the questionnaire research had the overall positive understanding of teaching-profession specialty, which seems to indicate that they generally have the exhaustive sense of mission. Second, many of the past previous studios analyzed that the group of teachers with more teaching experiences and of older age had the level of understanding teaching-profession specialty while this questionnaire research found that it was the lower in the group of teachers with less than 10 years of teaching experiences and rather higher in the group of middle-aged teachers in their 4os. Third, it could be found that the group of chairpersons made a more active, autonomous and professional effort for growth and development of their teaching-profession specialty than that of ordinary teachers. Fourth, female teachers showed the lower level of understanding teaching-profession specialty or the lower ability to accomplish it but the higher level of satisfaction with it than male counterparts. Fifth, male teachers showed the still higher ability to accomplish the teaching profession than female teachers Sixth, teachers with the higher level of educational background, in general, showed the higher level of understanding the teaching- profession specialty, of ability to accomplish it and of satisfaction with it. Seventh, the fact that teachers perceived professional autonomy and school administration to be low reflects that the low degree of autonomy is granted to teachers, which it could be found that they felt satisfied with. Eighth, it could be concluded that teachers with the higher level of understanding teaching-profession specialty had the higher level of their ability to accomplish it and of satisfaction with it.