earticle

영어

This study sought to find out what level of their teacher agency level perceived by elementary school teachers themselves and to find ways for teachers to form positive identities and professional ideals by examining the difference in the image of “Good Teacher” according to the teacher agency level. This study is significant in that it has studied the image they think of themselves, unlike previous studies that have studied the expectations of teachers’ images or roles from the perspective of other people, not teachers such as parents or students. Currently, teachers and their authority are not respected in our society, and many teachers are experiencing emotional exhaustion, and thus, the fundamental purpose of this study is to find ways to support teachers by grasping the professional ideals that teachers actually form. The research problems set up to achieve the purpose of these studies are as follows. First, What are the characteristics of elementary school Teachers’ Agency? Second, What is the difference in the image of the ‘Good Teacher’ they form according to the Agency of elementary school teachers? Prior research and related literature were reviewed to solve the above research problems, and measures to measure variables were selected and revised and supplemented through consultation with professor and experts teacher in elementary education. A questionnaire was produced and a survey of elementary school teachers working across the country was conducted both online and offline from May 29 to June 16, 2023. There were 450 teachers who responded to the survey, and 417 of them were used for actual research, excluding 33 data that responded insincerely. The collected data was first preprocessed through the Excel program, then statistical analysis was performed using the SPSS 25.0 program, and text-mining analysis was performed to analyze images using the Orange 3 machine learning program. The research results obtained through the above research process are summarized as follows. First, there were differences in their own perception of Agency of elementary school teachers according to their gender, age, career, and their preferred grade. Specifically, it was found that male teachers perceived their agency level higher than female teachers. In addition, it was found that teachers with older age or experience perceived their agency level higher than teachers with younger age or experience. In addition, it was found that teachers who prefer lower grades perceive their agency level higher than teachers who prefer middle grades. Second, teachers were mainly looking at the image of “Good Teacher” based on four categories: “(1) teacher’s teaching”, “(2) appropriate response to problem situations”, “(3) relationships with others”, and “(3) job consciousness”. And specifically, each category was recognized differently as follows according to the difference in the level of their agency. It was found that the image was perceived differently as “(1) teacher who study the curriculum in various ways-teacher who faithfully teach according to plans”, “(2) teacher who explore problem situations-teacher who are unperturbed by problem situations”, “(3) teacher who actively communicate with the educational community-teacher who accepts the voice of the educational community”, “(4) teacher who perform their duties according to their internal standards-teacher who perform their duties according to given external standards”.

한국어

[연구목적] 본 연구는 초등교사의 행위주체성 수준과 그에 따라 형성한 ‘좋은 교사’ 이미지를 분석하여 교사들이 긍정적인 정체성과 교사상을 형성하기 위한 방안을 모색하고자 하였다. [연구방법] 이를 위해 선행연구를 고찰하였으며 설문조사를 통해 교사의 행위주체성을 측정하 고 ‘좋은 교사’ 이미지에 대한 기술 자료를 수집하였다. 자료는 SPSS 25.0 프로그 램과 오렌지3 머신러닝 프로그램을 활용하여 분석하였다. [연구결과] 주요 연구결과는 첫째, 교사의 성별, 연령 및 경력, 선호 학년에 따라 행위주체성 에 차이가 나타났다. 둘째, 교사들은 ‘좋은 교사’의 이미지를 주로 교사의 수업, 문 제상황에 대한 적절한 대응, 타인과의 관계, 직업의식이라는 네 범주로 바라보고 있었으며 행위주체성에 따라 ‘교육과정을 다양하게 연구하는 교사-계획에 따라 성 실히 수업하는 교사’, ‘문제상황을 탐구하는 교사-문제상황에 동요하지 않는 교사’, ‘교육 공동체와 적극적으로 소통하는 교사-교육 공동체의 목소리를 수용하는 교사’, ‘내적 기준에 따라 직무를 수행하는 교사-외적 기준에 따라 직무를 수행하는 교사’ 로 ‘좋은 교사’의 이미지를 다르게 지각하고 있는 것으로 나타났다. [결 론] 이상의 결론을 종합해보면, 결국 교사들이 보다 실천적이고 적극적인 자신의 ‘좋은 교사’ 이미지를 형성할 수 있도록 교사가 행위주체성을 발휘하기 위한 차원들에 관 심을 기울여야 한다. 실천적 측면에서 교사들이 구성하고 있는 다양하고 구체적인 ‘좋은 교사’ 이미지를 바탕으로 교사의 시선에서 출발한 교사의 이상상에 관심을 기 울이고 인간적인 존재로 대우하며 원만한 관계에서 소통하는 사회문화적 분위기 조 성이 요구된다. 연구적 측면에서 다양한 교사가 서로 실천적인 지식과 경험을 공유 하고 나눌 수 있는 소통의 장에 대한 지원과 관심이 필요하다. 제도적 측면에서 교 사 행위주체성 발휘에 제약이 되는 사회 구조적 차원의 제도, 법과 관련한 개선과 실효성 있는 시행 및 지속적인 관심이 필요할 것이다.