earticle

영어

The three problems of this research are first, to find out which expectation is the most expected one among the four characteristics, these are, affection on students, effective instruction, teacher's personality and reaction for social change second, to investigate the expectations on teacher-environment relationships, these are, teacher-parent, teacher-teacher, teacher-school administrator, teacher-community and teacher-social change third, to compare which characteristics of desirable teachers are more expected between characteristics represented in the law and the above four characteristics. The samples are 1,030 from middle and high school students, parents and teachers live in big and small cities. The questionnaire consists of three independent variables, i.e, responding groups of student, parent and teacher, sex of male and female, and living area of big and small city, and three dependent variables extracted from theoretical base. The results are as follows. First, the most expected characteristic of teacher is effective instruction. This finding is contradict to a result of about 25 years ago, which presented teacher's personality was the most. There is a tendency in teacher expectation changing from teacher's personality of past to effective instruction of nowadays. Second, parents are expecting more on teacher-parent relationship than any other teacher-environment relationship while teachers are expecting more on teacher-teacher relationship. There is a need for a systematic method to increase teacher-parent relationship positively. This method may base on offering enough information on a student to the parent from teachers. Third, teachers are expecting more on the above four characteristics than the ones represented in the law. These four characteristics should be considered in teacher evaluation items.

한국어

본 연구는 연구문제로 첫째, 기대하는 교사상의 분석대상 영역을 추출한 후, 영역 간에 기대하는 상대적 우위를 학생·학부모·교사 집단별로 조사하고 둘째, 교사를 둘러싸고 있는 환경과의 관계 영역에 대해 학부모·교사집단별로 기대교사상을 분석하며 셋째, 교육관계법령에 나타난 우수교사상과 문헌상의 우수교사상에 대한 교사집단의 상대적 기대도를 비교한다. 연구결과 첫째, 조사 교사상 4개 영역 중, 효율적 학습지도에 대한 기대를 가장 크게 갖고 있으며, 교사에 대한 기대가 과거로 갈수록 교육관과 교사의 인격을 상대적으로 더 강조하고 있는 반면, 현재에 가까울수록 수업기술을 더욱 강조하는 추세를 나타내고 있다. 한편, 효율적 학습지도에 대한 기대는 교사집단이 학생과 학부모 집단보다 더 큰 기대를 보이고 있다. 둘째, 교사의 인간관계에 대한 기대에서 학부모는 학부모와의 관계를, 그리고 교사는 동료교사와의 관계를 더욱 기대하고 있다. 셋째, 교사집단은 문헌상의 교사상에 대해 법령상의 교사상보다 큰 기대를 보이고 있다.