학교폭력 대응에 대한 교육주체들의 인식 및 요구

Abstract

Objectives The purpose of this study is to explorein-depth the perceptions and needs of educational subjects in response to school violence following the revision of the ‘School Violence Act’. Methods A qualitative interview was conducted with 13 educational subjects, including supervisors working with District Office of Education, principals, school violence teachers, parents of the School Violence Deliberation Committee, and students. The resulting data were analyzed by using constant comparison method. Expressions of the study participants were summarized as they were through open coding and classified into high categories through categorization work comparing them repeatedly. Based on what was categorized, a confirmation process of the categories, which corrected and confirmed them according to the goodness of fit model through comparison with the original data, was carried out. Results As a result of the analysis, three super-categories were derived: Perception of the effect of the revision of the ‘School Violence Act’, Perception of the factors that hinder the activation of school violence response policies after the revision of the ‘School Violence Act’, and Needs of the school violence response policy activation after the revision of the ‘school violence Act’ Below that, each of the four subcategories was derived: Securing expertise in handling issues with the establishment of the School Violence Deliberation Committee, Realistic difficulties in adjusting conflicts and restoring relationships, and Strengthening capabilities for internalizing the operation of a dedicated school violence organization. Conclusions Based on the results of the study, contents such as ‘Supplementation of manpower through job analysis on the operation of the School Violence Deliberation Committee’, ‘Preparation of a self-settlement system for school principals’, and ‘Formation of a consultative body for educational response’ were suggested. This study is meaningful in that it provides supplementary data to not lose the educational direction of school violence response policies.