본 연구는 학교교육의 중요한 두 주체인 교사와 학부모들이 학교 교육활동의 어떤 영역에서 갈등을 인식하고 있으며, 어느 정도 수준에서 인식하고 있는지를 분석하는 데 목적이 있다. 학교 교육활동의 영역 가운데 교육과정, 생활지도, 학교행사, 학급경영, 촌지 및 학교안전사고 보상 등의 기타 영역에 대한 교사와 학부모들의 인식을 분석한 결과, 교육과정, 학급 및 학교행사, 학급경영, 그리고 기타 영역에서는 학부모들이 교사들보다 높은 갈등을 인식하고 있으며, 생활지도 영역에서는 교사들이 학부모들보다 높은 갈등을 나타내고 있다. 특히 수행평가와 학력평가, 생활지도 방법, 학교교육활동 및 행사 참여, 촌지 등에 분야에서 상호간에 갈등을 높게 인식하고 있는 것으로 나타났다.

The purpose of this study is to analyze the teachers and parents perception on the school conflict. The specific problems of the study were as follows: first, what is the most conflicting domain which elementary school teachers and parents perceive in the school educational activities? Second, are there any differences between teachers and parents according to the domain of school conflict? A sample of 437 teachers and 409 parents was selected by using simple random sampling in Daegu City. The questionnaire collected was coded for data processing. The statistical method for data processing was t-test with SPSS Program. The major findings from this study were as follows: Parents perceived the conflict of school activities more higher than teachers. Particularly, parents highly perceived the curriculum, school activities and participation of the school events, style of class management, rewards of the school safety accident, etc. Teachers highly perceived the school discipline, method of guidance and school consultation. The exertion of school principal’s powerful and flexible leadership, a variety of communication channel and activation of informal organization, and endowment school governing body with mediation function on the school dispute should be examined as the strategies of the effective conflict management. Above all, to settle school conflict, we should bear in mind endurance, latitude of mind and mutual understanding among teachers, parents, students, and educational interested parties.

The purpose of this study is to analyze the teachers and parents perception on the school conflict. The specific problems of the study were as follows: first, what is the most conflicting domain which elementary school teachers and parents perceive in the school educational activities? Second, are there any differences between teachers and parents according to the domain of school conflict? A sample of 437 teachers and 409 parents was selected by using simple random sampling in Daegu City. The questionnaire collected was coded for data processing. The statistical method for data processing was t-test with SPSS Program. The major findings from this study were as follows: Parents perceived the conflict of school activities more higher than teachers. Particularly, parents highly perceived the curriculum, school activities and participation of the school events, style of class management, rewards of the school safety accident, etc. Teachers highly perceived the school discipline, method of guidance and school consultation. The exertion of school principal’s powerful and flexible leadership, a variety of communication channel and activation of informal organization, and endowment school governing body with mediation function on the school dispute should be examined as the strategies of the effective conflict management. Above all, to settle school conflict, we should bear in mind endurance, latitude of mind and mutual understanding among teachers, parents, students, and educational interested parties.

school conflict, school community