earticle

영어

The purpose of this study is to analyze the image of elementary school by elementary school students applying the Semantic Differential Method(SDM). For this purpose, three research questions were set up as follows : First, What is the overall image of school recognized by elementary school students? Second, Is there a difference in the image of school depending on the elementary school student's background variable (school size, student's gender, grade, teacher's gender, class size, family background)? Third, How does the image of school affect the elementary school student's school life satisfaction? For this purpose, a survey was 2,109 elementary school student questionnaires that were selected from 92 classes of 9 elementary schools located in Seoul, Gyeonggi, Busan, Jeonnam, Gyeongbuk, and Ulsan. After a survey was conducted, the responses from 1,921 students were chosen for analysis. A survey questionnaire utilizing the Semantic Differential Method(SDM) suggested by Osgood(1957) was used SD consisted of a number of adjective pairs. This study used 15 pair adjectives cluster developed based on Yeong-Hum Kim(2013) and Mi Moon(2006). Yun-jung Kang(2006) suvery was adjusted to fit the aim of this study to measure School Life Satisfaction. The collected data was analyzed with SPSS Statistics 12 for Windows program. Based on the findings of the study, the major results of the this study were as follows: First, the image of school recognized by elementary school students were affirmative. The image was more positive in evaluative factor as value judgment. The adjectives students answered in the affirmative were 'important', 'good' 'satisfying', 'reliable' 'happy', etc. The adjectives in the little affirmative are 'teacher-centered', 'weak', 'compulsory', 'passive', etc. Second, there was a significant difference the image of school depending on the elementary school student's background such as school size, student's gender, grade, teacher's gender, class size, and family background. There was a more positive image to 7-25 class size school, girl than boy, toward the lower grades than older grades, female teacher than male teacher, 16-20 classmate size class and home environment with two parents than single father, single mother and other. However, home environment as a background variable showed little significance in the image of school in comparison to other background variables. Third, between the image of school recognized by elementary school students and school life satisfaction there was a highly positive correlation. Especially the satisfaction of the learning activity area of school life satisfaction subarea was higher correlation coefficient of the image of school. School life satisfaction was found to have much explanatory power for the school image. The image analysis of school recognized by elementary school students will aid in finding the direction recognizable by the more positive of school image and increase the students feelings of school life satisfaction.

한국어

사람들은 누구나 자신의 경험을 통해 어떤 사물이나 대상에 대한 인상 또는 이미지를 가지 게 된다. 그러므로 학생들은 자신들이 많은 시간을 보내며 생활하는 곳인 ‘학교’ 라는 공간에 대하여 자신들의 경험을 바탕으로 한 자기 나름의 이미지나 정의를 형성하고 있을 것이다. 이에 본 연구는 의미분석법(Semantic Differential Method)을 적용하여 초등학생이 인식하는 학교 이미지를 분석하고, 초등학생의 배경 변인(학교 크기, 성별, 학년, 담임 성별, 학급 인원 수, 가정환경)에 따른 학교 이미지의 차이와 학교생활만족도가 학교 이미지에 어떤 영향을 주 는지에 대해 살펴보았다. 초등학생이 인식하는 학교 이미지는 가치판단과 관련 있는 평가적 요인에 강한 지지를 보 이고 있으며 형용사에 따라 반응의 정도가 다소 차이가 있다. 또 배경 변인에 따른 학교 이 미지는 학교 크기, 성별, 학년, 담임 성별, 학급 인원수, 가정환경에 따라 유의미한 차이가 있 었으며 학교 이미지와 학교생활만족도간에는 매우 높은 정적 상관관계를 가지고 있는 것으로 나타났다. 초등학생이 인식하는 학교 이미지 연구의 결과는 학생들이 느끼는 학교 이미지의 현주소를 파악하고 긍정적인 학교 교육 방안을 모색하여 앞으로의 학교 이미지의 방향을 그려내는 중 요한 기반이 될 수 있을 것이다. 나아가 긍정적 학교 이미지 형성에 영향을 줄 수 있는 배경 변인들의 개선 도모를 통하여 더 좋은 이미지의 학교를 학생들에게 만들어 줄 수 있으며 이 러한 이미지 형성은 학생들의 긍정적 행동 발현에 도움을 줄 것이다.