중등학교 기간제 교사의 삶에 관한 내러티브 탐구

Abstract

Objectives This study was conducted to investigate the in-depth meaning contained in the lives of research participants who are living as fixed-term secondary school teachers. Methods The narrative inquiry method, which seeks the meaning inherent in the experience through the process of continuously exploring the experiences of the research participants, was applied to this study. For this purpose, semi-structured in-depth interviews were conducted twice each for narrative inquiry with a total of 3 teachers (2 males and 1 female) working as fixed-term teachers at a secondary school located in Metropolitan D city. Results In the field texts constructed through the analysis of in-depth interview data, the common life experiences of secondary school fixed-term teachers are ‘Escape from studying for secondary teacher appointment exam’, ‘economic burden’, ‘Anxiety about employment’, ‘Anxiety felt by parents’, ‘a feeling of alienation from social institutions’, ‘separating work and life’, and ‘continuing to live’ were derived. The life experiences of these secondary school fixed-term teachers were again analyzed as research texts with personal, social, and practical meanings. The meaning of life of secondary school fixed-term teachers revealed through this study is ‘walking the Mobius strip of inseparable anxiety’ in the personal sense, ‘anxiety is transmitted to the family community’ in the social sense, ‘the I was hurt by alienation, conflict, and indifference’, and in a practical sense, it was ‘Nevertheless, I tried to live an independent life by separating myself from the fixed-term teacher’. Conclusions Based on the results of this study, the significance and limitations of secondary school fixed-term teachers' lives, and suggestions for follow-up studies were discussed.