학교폭력 사안 처리 과정에서 초등학교 담임교사의 경험에 대한 합의적 질적 연구

Abstract

Objectives This study aimed to explore the experiences of elementary school homeroom teachers in managing school violence incidents. It sought to understand these teachers' challenges and issues to provide foundational data for effectively managing school violence cases.
 Methods This study conducted interviews with nine homeroom teachers from elementary schools in Busan, Gyeongnam, and Gyeongbuk using Consensual Qualitative Research (CQR) methods. Participants were recruited through notices sent to elementary schools, teacher healing centers, and professional training institutions in the respective regions or based on recommendations from previous study participants. The participating teachers had not been in charge of school violence-related duties but had encountered such incidents in their classes over the past three years (since 2021).
 Results Analysis identified 34 categories across four incident management stages: pre-incident, immediate af-termath, investigation, and post-resolution. Through the categories of each domain, various emotional responses and perceptual changes experienced by the teachers at different stages were identified. Before the incidents, teachers felt challenges in prevention and conflict resolution and anxiety due to a lack of cooperative systems. Following an incident, they experienced confusion, self-blame, and negative emotions. During the investigation, the difficulty in maintaining objectivity and neutrality, conflict, emotional turmoil, and isolation were prominent, al-though positive changes occurred through support and cooperation from colleagues and parents. After the in-cident resolution, alongside recognizing the importance of prevention and management, teachers faced educa-tional disillusionment and emotional challenges but also discovered resilience and strength. Through these expe-riences, the teachers realized the necessity for a supportive stance, enhanced competencies, and a supporting system.
 Conclusions The study discusses and suggests ways to strengthen the teachers' capacity to manage school vio-lence cases and improve procedures. This research is expected to contribute to substantial changes in the educa-tional field.