초등교사의 수업실행 저해요인에 관한 연구

Abstract

Objectives This study focused on the factors which inhibit the teaching practices as they were perceived by elementary school teachers. Methods Thirty-five elementary school teachers were interviewed, and research materials were analyzed using a concept map approach. From the interview, 44 key sentences were extracted as a final statement, and the concept mapping was completed using the Multidimensional Scaling and Hierarchical Cluster Analysis method. 970 elementary school teachers were asked to answered the 5-point Likert scale questionnaires to check which statement could affect the teaching practices. Results First, the elementary school teachers recognized the factors inhabiting the teaching practices in the “job performance-relationship formation” and “inside-outside the school” dimensions. Second, elementary school teachers recognized the inhabiting factors in 8 clusters; “formalism of educational administration,” “inefficiency of school work,” “lack of trust between teachers and parents,” “lack of efficiency in business processing,” “lack of administrators’ leadership,” “lack of teaching support,” “negative teaching culture,” and “lack of professionalism and teacher’s philosophy” appeared in that order. Conclusions This study will help to identify ways to improve the teaching expertise by identifying the inhibiting factors as perceived by elementary school teachers.