특성화고 학생들의 진로성숙도, 학생인권, 학교문화, 학교행복감 간의 구조적 관계 분석

Abstract

Objectives This study aimed to analyze the structural relationship between career maturity, student human rights, school culture, and school happiness of students in specialized high schools and to seek policy improvement plans. Methods For this purpose, the Busan Education Longitudinal Study (BELS) data (4th year, 2019) was used for analysis, and career maturity was selected as an independent variable in the structural equation model, and student human rights, school culture, and school happiness were selected as dependent variables. Results The main research findings are as follows. First, the correlations between the variables examined in this study were significant for career maturity, school culture, and school happiness except for student human rights, but the coefficients were not very high, around .1 to .5. Career maturity, school culture, and school happiness were .303, .391, student human rights, school culture, and school happiness were .214, .105, and school culture and school happiness were the highest at .540. The results of the correlation analysis were very similar to those of the structural equation. Second, in the causal effect analysis of the <Research Model (Final)> established for this study, the coefficients of career maturity and student human rights for school culture were .317 and .237, indicating that career maturity was slightly higher, and that school happiness was higher. Coefficients of career maturity and school culture were .395 and .536, indicating that school culture was higher. Career maturity was found to have an indirect effect of .008 and .170 on school culture and school happiness, but career maturity did not show significant results on student human rights and student human rights on school happiness. Conclusions Therefore, increasing career maturity can be said to increase school culture and school happiness.