초등 교원양성기관 졸업자의 노동시장 성과 및 영향요인 변화 분석

Abstract

Objectives This study aims to examine the background of the current social issue of elementary teacher supply and demand, and to analyze changes in the labor market outcomes of graduates from elementary teacher training institutions, and identify influencing factors.
 Methods Data from the Korean Employment Information Institute's 2009, 2019 Graduates' Occupational Mobility Survey (GOMS) of 315 elementary education graduates were used. Weighted variables were applied to the 2019 GOMS data for 170 graduates and the 2009 GOMS data for 145 graduates. Frequency analysis and descriptive statistics were used to analyze labor market outcomes among graduates. Cross-tabulation and logistic regression analysis were employed to identify factors influencing their employment using STATA 15.0.
 Results Compared to 2009 graduates, 2019 graduates experienced an 8% rise in unemployment, a 7% increase in irregular employment, and a 15% drop in regular employment. There was a 10% decrease in regular elementary teaching positions and an 11% increase in temporary teaching positions among 2019 graduates. Factors affecting employment differed: gender for 2009 graduates, while student loan status, participation in job psychology tests, and interview resume program participation were significant for 2019 graduates. Gender, school satisfaction, on-campus job experience, and participation in job psychology tests were influential for 2009 graduates, while graduation grade percentile and school location were significant for 2019 graduates.
 Conclusions Based on these findings, the study emphasizes the necessity of long-term perspectives in elementary teacher training and supply policy and the need for expanding career and employment support programs for current students in the short term.