earticle

영어

The purpose of this study was to grasp the teacher's consciousness and the realities of enjoyment of rights and to provide a basic data which draw up a plan for increasing the teacher's privileges by analyzing the teacher's recognition level of the right to teach.
The contents of this study were included to teacher ' s recognition level (1) the choice power of curriculum, teaching method, and textbooks, (2) the evaluation and punishment power for students, (3) the self-regulating judgement and actions, (4) the demand power for living protection and working condition improvements, and (5) the right in relation to aguarantee of teacher ' s status.
The methodology used for this purpose was a questionnaire which were distributed to 500 teachers in elementary and secondary schools at the Seoul and a nearby region and about 398 (about 79.6% return rate) responses were collected.
The results of this study can be summarized as followes :
Firstly, teachers were possessed of the decisive power of teaching method, but were not the organization and operation of curriculum and the choice and adaption power of textbooks. Secondly, teachers were blessed with the evaluation power for student, but were not punishment of students. Thirdly, response to self-regulating judgement and action power were far badly enjoying. Fourth, negative responses were founded to the demand power for living protection, working conditions improvement, and welfare expansion. Fifthly,
teachers were possessed of a guarantee of a teacher's status, but were not the presentation right to trouble petition, immunity from arrest, and collective bargaining right.
On the basis of the above results, this study suggest the following conclusions :
Firstly, they must expand to the choice power of curriculum and textbooks for the sake of teacher's priviliege security. Secondly, teacher's punishment power for students must strengthen and considered to be an extension of an educational activity. Thirdly, teacher's self-regulating judgement and action power must expand. Fourth, the demand power for living protection, working conditions improvement, and welfare expansion must guarantee. Fifthly, teacher's privilieges in relation to guarantee of a teacher's status must reinforce.

한국어

이 연구는 교원의 권리의식 및 교권의 실태를 분석함으로써， 교원의 권위 회복 및 권리 증진 방안을 마련하기 위한 기초자료를 얻는데 그 목적을 두고， 교원의 l) 교육내용， 교육방법， 교재선정권， 2) 학생 평가 및 처벌권， 3） 자율적 판단 및 행동권， 4) 생활보장 및 근무여건 개선 요구권， 5) 신분보장 관련 교권에 대한 인식수준을 분석하였다． 연구방법은 서울시내 초 · 중 · 고등학교를 대상으로 설문조사의 방법 을 활용하였다． 연구결과를 요약하면， 첫째， 교사들은 교육방법 결정권은 누리고 있지만， 교육내용의 편성 · 운영권과 교재 채택 및 선정권은 누리지 못하고 있으며， 둘째， 학생평가권은 항유하고 있지만， 처벌권은 향유하지 못하는 것으로 나타났다． 셋째， 자율적 판단 및 행동권은 제한되어 있고， 넷째， 생활보장요구 권， 근무여건 개선 요구권 및 후생복지 확충요구권도 역시 충분치 못하다는 반응이 지배적인 것으로 나타났다． 다섯째， 신분보장권은 누리고 있지만， 쟁소제기권， 불체포특권 및 단체교섭권은 한계에 부 닥치고 있는 것으로 나타났다． 결론적으로， 교원의 권위가 바로 서고， 교원이 높은 긍지와 사명감을 가지고 교육활동에 전념할 수 있는 사회적 분위기가 조성되고， 제도적 국가적 차원에서의 교권신장방책을 마련하고， 학부모 · 학생들의 교권경시 태도 등이 개선되어야 할 것으로 판단된다．