본 연구는 학교사회복지사와 교사의 협력에 어떠한 요인들이 영향을 미치는지에 대한 학교사회복지사와 교사의 인식을 비교하는데 목적이 있다. 이를 위해서 학교사회복지사와 교사의 협력에 영향을 미치는 요인을 학교장 리더십과 학교의 집단문화와 개발문화로 구성된 학교 요인, 학교사회복지 서비스에 대한 교사의 욕구와 학교사회복지사에 대한 교사의 신뢰로 구성된 교사 요인 및 학교사회복지사의 대인관계 능력과 직무 헌신도로 구성된 학교사회복지사 요인으로 분류하였다. 설문조사의 자료는 전국 122명의 학교사회복지사와 이들이 근무하는 학교의 학교사회복지 담당 부서장 교사 122명에게서 수집되었다. 연구결과 학교사회복지사들은 교사가 학교사회복지사를 신뢰하는 수준, 학교의 집단문화, 학교사회복지 서비스에 대한 교사의 욕구 순으로 협력에 유의미한 영향을 미친다고 인식한 반면 교사들은 학교사회복지 서비스에 대한 교사의 욕구, 학교사회복지사에 대한 교사의 신뢰, 학교사회복지사의 대인관계 능력 순으로 협력에 유의미한 영향을 미친다고 인식하고 있었다. 이는 학교사회복지사와 교사가 공통적으로 학교사회복지사에 대한 신뢰나 학교사회복지 서비스에 대한 욕구와 같은 교사의 태도를 상호 간의 협력에 대한 중요한 영향요인으로 보고 있음을 나타내고 있다. 한편 학교사회복지사는 학교 내 자신과 같은 타전문 직원을 수용할 수 있는 집단문화가 얼마나 형성되었는가에 따라 자신과 교사간의 협력수준이 달라질 수 있다고 보았고, 교사는 학교사회복지사가 타인들과 긍정적인 관계를 맺는 대인관계 능력을 얼마나 갖고 있는지에 따라 협력수준이 달라 질 수 있다고 인식하고 있었다. 이러한 결과를 기초로 학교사회복지사와 교사 간의 협력수준을 높이기 위해 필요한 학교사회복지 실천 전략을 제언하였다.

This study aimed to compare the perceptions of school social workers and teachers with respect to factors that influence the level of collaboration that takes place between the two professionals. For this purpose, 122 school social workers and 122 teachers in charge of school social welfare programs in the same schools were surveyed with an instrument that looked at school factors consisting of principal's leadership, the schools' group culture and developmental culture, teacher factors that include teachers' need for school social work services and trust in school social workers, and school social worker factors composed of school social worker's ability to develop interpersonal relationships and occupational commitment. The study results revealed that school social workers perceived the teachers' trust in school social workers, teachers' need for school social work services and the group culture of schools in the order listed to be statistically significant factors influencing the level of collaboration between the two professionals. Teachers, on the other hand, perceived that teachers' need for school social work services to be the most significant factor, followed by teachers' trust in school social workers and school social workers' ability to develop interpersonal relationships. The study results show that school social workers and teachers both consider the two factors, i.e. teachers' trust in school social workers and teachers' need for school social work services to be most important in influencing the collaboration between school social workers and teachers. Meanwhile, school social workers perceived that the level of collaboration achieved between the two professionals can change according to the level of group culture that is accepting of other professionals such as him/herself, whereas teachers thought that it depended on how much ability the school social workers have in terms of developing and maintaining positive interpersonal relationship with other people. Based on these results, school social work practice and training strategies needed to help enhance the collaborative efforts between school social workers and teachers were suggested.

This study aimed to compare the perceptions of school social workers and teachers with respect to factors that influence the level of collaboration that takes place between the two professionals. For this purpose, 122 school social workers and 122 teachers in charge of school social welfare programs in the same schools were surveyed with an instrument that looked at school factors consisting of principal's leadership, the schools' group culture and developmental culture, teacher factors that include teachers' need for school social work services and trust in school social workers, and school social worker factors composed of school social worker's ability to develop interpersonal relationships and occupational commitment. The study results revealed that school social workers perceived the teachers' trust in school social workers, teachers' need for school social work services and the group culture of schools in the order listed to be statistically significant factors influencing the level of collaboration between the two professionals. Teachers, on the other hand, perceived that teachers' need for school social work services to be the most significant factor, followed by teachers' trust in school social workers and school social workers' ability to develop interpersonal relationships. The study results show that school social workers and teachers both consider the two factors, i.e. teachers' trust in school social workers and teachers' need for school social work services to be most important in influencing the collaboration between school social workers and teachers. Meanwhile, school social workers perceived that the level of collaboration achieved between the two professionals can change according to the level of group culture that is accepting of other professionals such as him/herself, whereas teachers thought that it depended on how much ability the school social workers have in terms of developing and maintaining positive interpersonal relationship with other people. Based on these results, school social work practice and training strategies needed to help enhance the collaborative efforts between school social workers and teachers were suggested.

Interdisciplinary Collaboration, School Social Workers, Teachers