초록 열기/닫기 버튼
본 연구의 목적은 교육(지원)청 소속 사회복지사의 실천 내용과 맥락, 영향 요인 등의실천경험을 파악해 실체이론을 제시하는 데 있다. 19명의 교육(지원)청 소속 사회복지사를 대상으로 한 본 연구는 Charmaz의 구성주의 근거이론을 연구방법으로 활용하였다. 교육(지원)청 소속 사회복지사로 경험한 삶의 이야기는 이론적 코딩에서 구성한 9개 범주를 중심으로 서술했다. 9개 범주를 구체적으로는 살펴보면 ‘소박하지만 강한 신념으로교육행정기관에 정착하려 함’, ‘기관과 부서에 따라 교육복지 실천이 달라짐’, ‘함께 일궈온 교육복지 전문성이 위협받고 교육복지사 간 관계에 변화가 생김’, ‘시도교육청 인력관리 정책 도입 후 인정받은 전문성이 손상됨’, ‘교육복지조정자의 역할 정체성 혼란 속에서 심리적으로 방황함’, ‘주체적으로 역량 강화 방법을 찾아 시도함’, ‘무기계약직 신분의 양면을 경험해 나감’, ‘조직 내외의 지지체계가 버팀목이 되어줌’, ‘본질로 승부하며계속 나아가는 길’로 나타났다. 마지막으로 연구 결과를 바탕으로 교육(지원)청 소속 사회복지사와 관련된 학교사회복지와 교육복지 실천의 발전방향을 제언하였다.
The purpose of this study was to understand the practice experience of social workers employed in offices of education., i.e., types, context and influencing factors of practice, with the goal of developing a substantive theory. Nineteen social workers from 17 offices of education were interviewed for the study. The data was analyzed using Charmaz’s methodology of constructivist grounded theory. The study resulted in 60 categories from initial coding and 18 categories from focal coding. The life story of social workers employed in offices of education was described based on 9 categories derived from theoretical coding. Nine categories from theoretical coding are as follows: ‘Tried to take root in the educational administrative institution with simple but strong convictions,’ ‘how educational welfare was practiced depended on the institution or department in charge,’ ‘relationship among educational welfare workers changed and the educational welfare expertise that they have built together was under threat,’ ‘introduction of the manpower management policy put a damage to the recognized expertise of social workers,’ ‘social workers felt psychologically lost in the midst of role identity confusion’, ‘independently found and tried out self empowering methods,’ ‘experienced both aspects of non-fixed term employee status,’ ‘support system from both within and outside the institution became their mainstay,’ and ‘a road to move on while maintaining the essence.’ Finally, based on the research results, suggestions were made to help further develop the school social work and educational welfare practice in relation to social workers employed in offices of education.
키워드열기/닫기 버튼
education welfare priority support projects, education office, social worker, constructivist grounded theory
