초등교사의 교권 침해 예방을 위한 직무 수행 전략에 관한 연구

Abstract

This study aims to elucidate strategies conducive to safeguarding teachers' rights, thereby mitigating the risk of the Infringement of Teaching Rights. The investigation employed a qualitative approach, relying on in-depth interviews with educators who havd amassed a decade or more of experience in the teaching profession, and who had never experienced the Infringement of Teaching Rights. To establish the foundational framework for this study, an exhaustive analysis of 884 instances of teaching rights violations in elementary schools from 2019 to 2022 was conducted. Subsequently, the facets of teachers' job performance and attitudes were divided into seven distinct categories; (1) Teachers' Teaching Officer, (2) Humanistic View of Students, (3) Classroom Rule Setting, (4) Interest Parent Management, (5) Teacher Fairness, (6) Parent Consultation, (7) Teacher Self-discipline. In the latter part of the investigation, in-depth interviews were conducted with 15 educators across the identified categories who had never experienced the Infringement of Teaching Rights. The objective was to gain insights into the strategies underpinning their job performance, aimed at forestalling encroachment on their teaching rights. The findings of this study converge on a set of discernible job performance and attitudinal attributes that are crucial for preventing teaching rights infringements. These can be encapsulated as follows; (1) Establishment of professional authority through the augmentation of teachers' expertise, (2) Cultivation of a positive perspective toward students, (3) Adherence to prescribed classroom rules, (4) Strategic cultivation of relationships with concerned parents, (5) Equitable guidance and management of students, (6) Proactive engagement in parental counseling, (7) Exemplification of meticulousness by educators, and (8) Proficiency in delivering guidance to students in conjunction with thorough self-discipline.