학교폭력 사안 처리 과정에서 담임교사의 역할에 대한 교사, 학부모 간 기대 차이

Abstract

Objectives This study aimed to analyze the differences in expectations between teachers and parents regarding homeroom teachers’ role in handling school violence cases.
 Methods This study aimed to understand the differences in expectations between teachers and parents regarding the role of homeroom teachers in addressing school violence incidents. In July 2023, a survey was conducted over two weeks targeting a total of 400 individuals, consisting of 200 teachers and 200 parents from elementary, middle, and high schools nationwide, through a specialized research firm. The survey questions were derived by analyzing the “Act On The Prevention Of And Countermeasures Against Violence In Schools” and its enforcement decree, as well as the “School Violence Handling Guidebook”(Ministry of Education, 2023). A total of 62 questions were formulated based on various stages of incident handling, and these were categorized into 11 roles. The collected data were analyzed using SPSS 27.0 through independent sample t-tests and one-way ANOVA.
 Results First, there was no significant difference in the overall role of the homeroom teacher. Still, there was a significant difference between teachers and parents in the detailed part of the homeroom teacher. In other words, teachers’ expectations were higher than parents’ in ‘prevention and detection,’ ‘related student and parent protection measures,’ and ‘counseling and education,’ while ‘mediation,’ ‘deliberation committee reports and opinion statements.’ In the role of ‘executing deliberation results,’ parents’ expectations were found to be higher than those of teachers. Second, looking at the ranking of expectations by detailed role, it appears that teachers expect ‘prevention and detection’ and parents expect ‘implementation of early response measures’ from homeroom teachers, showing expectations between teachers and parents regarding the role of homeroom teachers. Third, teachers ranked ‘prevention and detection’ as their priority as a homeroom teacher’s role. In contrast, they ranked ‘case management’ as the first role for teachers in their dedicated organizations. Fourth, although there were significant differences in some background variables and detailed functions by background variable, there were no significant differences in the expectations of teachers and parents regarding the overall role of the homeroom teacher.
 Conclusions It was confirmed that there was a difference in expectations between teachers and parents regarding the role of homeroom teachers in handling school violence issues, and the reasons for the difference in expectations and the impact on the conflict between teachers and parents were discussed.