韓國 敎師集團의 價値觀 및 敎師知覺向性 硏究 = A Study on The Value-Orientations and The Perceptual-Orientations of korean Teachers

국문 초록 (Abstract)

本 硏究는 職前 및 現職 敎師敎育을 위한 기초자료로 韓國 敎師集團의 價値觀 및 敎師知覺向性의 傾向을 알아보기 위한 硏究로서 다음과 같은 目的을 갖는다.
① 韓國 敎師集團는 社會的, 政治的, 經濟的, 家庭的, 道德·倫理的 및 宗敎的 價値觀 領域에서 각각 어떤 傾向을 나타내고 있는가?
② 韓國 敎師集團의 6個領域의 價値觀-學校及別, 地域別, 性別, 出身別, 專攻別, 年令別 및 經歷別에 따라 어떤 차이가 있는가?
③ 韓國 敎師集團의 敎師知覺向性은 自我, 學生, 敎職 및 敎育活動면에서와 總合的인 면에서 어떤 性向을 나타내고 있는가?
④ 韓國 敎師集團의 敎師知覺向性은 學校及別, 地域別, 性別, 出身別, 專攻別, 年令別 및 經歷別에 따라 어떤 차이를 나타내는가?
⑤ 敎師集團의 價値觀 과 敎師知覺向性간에는 어느 정도의 相關이 있는가?
本 硏究를 위하여 選定된 對象은 모두 888名이며 이들은 學校及別(國·中·高), 地域別(서울지방), 性別(男·女), 出身別(初等 : 師範, 敎大, 기타, 中等 : 師大, 敎職過程, 기타, 全體 : 正規敎師養成機關, 非正規敎師養成機關), 專攻別(人文社會, 自然, 藝體能), 年令別(20代, 30代, 40代이상) 및 經歷別(0-5, 6-10, 11이상)로 類層無選標集하였다.
本 硏究에 使用된 導具는 두 가지로서 하나는 黃應淵이 大學生의 價値觀 硏究를 통해서 제작된 價値觀尺度를 축소 부분적 수정을 가하여 價値觀 調査道具로 사용하였고, 하나는 金英字, 金東球가 製作한 敎師知覺向性檢査를 그대로 사용하였다.
價値觀의 領域別-集團變因別 傾向을 알아보기 위하여 領域別, 下位領域別 및 集團變因別로 平均値, 表準偏差値(SD), 平均値差의 有意度(CR)를 算出하였으며, 이 때 平均値間의 有意度檢證은 각 領域의 綜合平均値에 대한 ????當 平均値의 難脫度를 檢證하였다. 그리고 敎師知覺向性의 領域別-集團變因別 傾向과 差異를 알아보기 위하여 역시 平均値(M), 標準偏差値(SD) 및 平均値差의 有意度(t value)를 算出하였다. 이 때 有意度檢證은 集團變因間과 知覺領域間의 平均値의 差를 t檢證方法으로 算出하였다. 價値觀과 敎師知覺向性과의 相關關係를 알아보기 위하여는 積率相關(Pearson r)의 공식을 사용하였고 모든 統計的 處理는 德壽商高의 CDC 3000 Computer에 의해 처리되었다.
結果는 다음과 같다.
(A) 韓國 敎師集團의 價値觀
1. 韓國 敎師集團의 社會的 價値觀을 下位領域에 따라 비교해 보면, 「社會風潮 : 外來思潮, 物質主의1」와 「人間關係 : 個人主의1, 不信思潮」에 대해서는 否定的이고, 「大衆化 : 매스컴, 社會階層」에 대해서는 中立 또는 贊反未定이며 「社會移動 : 都示集中, 海外移民」에 대해서는 肯定的이다.
集團變因에 따라 비교해 보면 地域, 出身, 年令 및 經歷에서는 모든 集團이 中間過程의 見解에서 같은 傾向을 보여주고 있으나, 學校及別, 性別, 專攻別에서는 集團間에 見解를 달리하고 있다. 즉 國·中·高에서는 國民學校 敎師들이 否定的인데 비해서 中學校 敎師들은 中間過程 高等學校 敎師들은 肯定的인 反應을 보이고 있고, 男女間에서는 女敎師들이 否定的인 傾向임에 비해 男敎師들이 肯定的이며, 專功間에서는 人文·社會係 敎師들이 肯定的 反應을 보인데 비해 自然係 敎師는 中間, 藝體能係 敎師는 否定的인 見解를 나타내고 있다.
2. 韓國 敎師集團의 政治的 價値觀을 下位領域에 따라 비교해 보면, 「國家安保 : 統一問題, 危機意識」, 「國家政策 : 民主主義, 民族主義」에 대해서는 肯定的이며, 「政治意識 : 長期集權, 政治參與」, 「對外國觀 : 事大主義, 變化에 適應」에 대해서는 肯定的 反應을 보이고 있다.
集團變因에 따라 비교해 보면, 國民學校 敎師가 高等學校 敎師에 비해 상대적으로 더 긍정적이고, 正規出身 敎師가 非正規 出身 敎師에 비해 상대적으로 보다 긍정적이며, 20代敎師가 30代敎師에 비해 상대적으로 보다 긍정적인 차이는 있으나 綜合平均値를 기준으로 해서 볼 때에는 모든 집단이 中間過程의 범위에 머물고 있다.
3. 韓國 敎師集團의 經濟的 價値觀을 下位領域에 따라 비교해 보면, 「職業意識 : 職業의 貴賤 能力主義」, 「經濟政策 : 外資導入, 近代化」에 대해서는 肯定的이나 「經濟階層 : 貧富隔差, 勞使分爭」, 「經濟行動 : 不正腐敗, 消費性向」에 대해서는 否定的이다.
集團變因에 따라 비교해 보면, 40代以上 敎師와 경력 11年以上 敎師가 肯定的이고 다른 集團은 모두 中間過程 또는 贊反未定의 見解를 보이고 있어 統計的의로 意味있는 差異는 나타나지 않고 있다. 그러나 集團相互間에는 地方敎師가 서울敎師에 비해, 男敎師가 女敎師에 비해 보다 肯定的이며, 年令 집단에서는 年令이 많을수록 더 긍정적이고 경력집단에서도 경력이 많을수록 보다 긍정적이라는 경향의 차이는 나타났다.
4. 韓國 敎師集團의 家庭的 價値觀을 下位領域에 따라 비교해 보면 「家族制度 : 核家族, 男女平等」, 「子女敎育 : 過剩敎育熱, 自由主義」에 대해서는 肯定的이며, 「家庭生活 : 世代交替, 戀愛結婚」, 「學敎敎育 : 師第關係, 入試準備敎育」에 대해서는 否定的이다.
集團間에는 다양한 見解차이가 나타나고 있다. 學校及間에서는 國民學校 敎師가 肯定的, 中 高等學校 敎師는 否定的이며, 地域間에서는 서울敎師가 肯定的, 地方敎師가 否定的이며 男女間에서는 女敎師가 肯定的, 男敎師가 否定的이며, 出身間에서는
正規出身 敎師가 肯定的이고 非正規 出身 敎師가 否定的이며, 專功에서는 人文·社會와 藝體能係 敎師는 中間, 自然係敎師는 否定的이며, 年令에서는 20代 敎師가 肯定的 30代와 40代以上 敎師가 否定的이고, 經歷에서는 1-5年 6-10年 敎師가 中間過程인데 11年以上 敎師는 否定的인 反應을 보이고 있다.
5. 韓國 敎師集團의 道德·倫理的 價値觀을 下位領域에 따라 비교해 보면. 「人生觀 : 誠實, 日常生活속의 幸福」, 「專統倫理 : 孝, 信義」에 대해서 肯定的이고 「行動規範 : 良心, 準法精神」에 대해서 中間程度, 「外來倫理 : 性開放, 頹廢風潮」에 대해서는 否定的이다.
集團間에는 意味있는 差異는 나타나지 않고 있으며 모든 集團이 中間程度의 見解를 표시하고 있다. 그러나 같은 中間程度의 見解이면서 國民學校 敎師에 비해 高等學校 敎師가 보다 긍정적이며, 서울敎師가 地方敎師에 비해 보다 긍정적이라는 상대적인 차이는 나타나고 있다.
6. 韓國 敎師集團의 宗敎的 價値觀을 下位領域에 따라 비교해 보면. 「宗敎本質 : 神의 存在, 來世觀」에 대해서는 肯定的이나 「信仰生活 : 宗敎意識, 狂信」, 「宗敎問題 : 宗派葛藤, 現實參與」 「類似宗敎 : 邪敎, 迷信」에 대해서는 否定的이다.
集團間에서는 두드러진 見解差는 나타나지 않고 있고 모든 집단이 中間程度의 反應을 보이고 있으나, 地域間, 性間에서 서울敎師와 女敎師가 地方敎師와 男敎師에 비해 상대적으로 보다 긍정적인 차이는 나타나고 있다.
(B) 韓國 敎師集團의 敎師知覺向性
1. 學校及別-領域別 比較
全體的으로는 집단간에 意味있는 차이는 없으나 國民學校 敎師에 비해 中·高等學校 敎師가 「學生」을 낮게 知覺하고 있으며 「敎職」에 대한 知覺도 國民學校 敎師는 높은데 高校敎師는 낮게 반응하고 있다.
國民學校 敎師의 경우는 「自我」가, 中學校敎師의 경우는 「學生」이, 高等學校 敎師의 경우는「學生」과「敎職」에 대한 知覺向性이 낮으므로 이들을 높여 줄 필요가 있다.
2. 地域別-領域別 比較
全體的으로 보아 地方敎師의 知覺向性이 서울敎師의 知覺向性보다 낮다. 특히 地方敎師의「學生」에 대한 知覺을 높이기 위한 대책이 필요하다.
3. 性別-領域別 比較
全體的으로는 男敎師와 女敎師間에 意味있는 차이는 없으나「學生」과「敎職」에 대해서 男敎師가 女敎師에 비해서 현저하게 낮게 知覺하고 있다. 敎職의 女性化傾向과 관련 이에 대한 대책을 수립해야 할 것이다.
4. 出身別-領域別 比較
正規敎師養成機關 出身과 非正規敎師養成機關 出身敎師間에 意味는 차이가 없으며 오히려 平均點數로는 正規出身 敎師가 낮은 傾向이 있어 전문적인 敎師養成機關의 役割과 機能에 대한 재검토가 요청된다.
5. 專功別-領域別 比較
全體的으로는 人文·社會와 藝體能係 敎師의 知覺向性이 自然係 敎師보다 높게 나타나고 있다. 自然係 敎師에 대한 대책은 社會·經濟的 構造와 관련해서 수립되어져야 할 것이며 藝體能係 敎師에 대한 知覺이 현저하게 낮은 것도 분석 교정되어야 할 것이다.
6. 年令別-領域別 比較
全體的으로는 集團間에 意味있는 差異는 없으나 20代敎師에 비해 30代, 40代以上 敎師의「學生」에 대한 知覺이 낮으며 30代의 경우는「敎職」에 대한 知覺도 낮게 나타나고 있다.
7. 經歷別-領域別 比較
전體的으로나 部分的으로 의미있는 차이는 나타나지 않고 있으나, 11年以上 敎師들의「學生」에 대한 知覺을 높이기 위한 대책이 있어야 할 것이다.
(C) 韓國 敎師集團의 價値觀과 敎師知覺向性과의 關係
社會的, 政治的,經濟的, 家庭的, 道德·倫理的, 宗敎的 價値觀은 敎師知覺向性의「自我」,「學生」,「敎職」 등 하위영역과의 관계에서나 總合的 知覺과의 관계에서 意味있는 相關關係가 檢證되지 않았다.

다국어 초록 (Multilingual Abstract)

Purpose and Problems
The purpose of this research isto observe the tendency of the value-orientations and the perceptual-orientations of Korean teachers, to get a basic data for teacher education.
The items treated in this research are the following:
1. To observe the value-orientations of Korean teachers over six areas: social political, economic, family, ethico-moral and religious area.
2. To identify the differences of value-orientations over six areas by school level, region, sex, graduate, major, age and career.
3. To observe the perceptual-orientations of Korean teachers in areas of the perception to self, to student and to job, and also in comprehensive.
4. To identify the differences of perceptual-orientations by school level, region, sex, graduate, major, age and career.
5. To verify the correlation between the value-orientations and the perceptual-orientations.

Instruments, Sampling, Methods
Two kinds of instrument are used in this research. The one is the inventory of the value-orientations of university student devised by Eung Yun Hwang & In Ja Kim and the other is the teachers' perceptual orientations scale developed by Young Uh Kim & Tong Ku Kim.
The original inventory of value-orientations was reduced for this research into one-third of the scale, because the original one which was composed of 576 items of questions over six areas and twenty-foursub-areas was so large that it was difficult to execute for teachers.
Total 888 teachers were selected as the sample using the stratified random sampling method, and the group variables used in sampling were school level, region, sex, graduate, major, age and career.
To observe the tendency of teachers' value-orientations and teachers' perceptual-orientations by areas and group variables, mean(M), standard deviation(SD), critical ratio(CR) and t-value were calculated. The correlation coefficient between value-orientations and perceptions was computed by the formula Pearson-r.
All the statistical processing of data was carried out by the CDC 3000 computer.

Results
A. The Value-Orientations of Korean Teachers.
1. Compared with sub-areas of Korean teachers, social value-orientations, 'social trends; foreign thoughts, materialism' and 'human relation i.e, individualism, distrust trends' were responded negatively.' 'popularization i.e, mass-communication, social stratification' was in neutral and 'social mobility i.e, migration to city, emigration to foreign countries' was accepted positively.
Compared with group variables, in case of region, graduate, age, and career, all the groups showed neutral responses and no difference opinion, but in case of schoollevel, sex and major, different responses were revealed. In school level, primary school teachers had negative opinion,while middle school teachers showed neutral responses and high school teachers expressed positive attitudes. In sex, female teachers were negative and male teachers were positive. In major, liberal arts and social science teachers showed positive responses, while naturalscience teachers revealed neutral responses and art and physical education teachers expressed negative opnion.
2. Compared with sub-areas of the Koreanteachers' political value-orientations, 'national security i.e, unificationissue crisis awareness' and 'national policy i.e democracy, nationalism' were positive and 'political consciousness i,e, long-term grasping of political power, political participation of students', 'attitude toward foreign country i,e, the worship of a powerful country, adjustment to international situation' were negative.
Compared with group variables, primary school teachers were relatively more positive than the high school teachers, teachers graduated from regular institution were relatively more positive than the non-regular, and teachers of 20's showed relatively more positive responses than teachers of 30's and above 40's but all the group teachers remained in the range of neutral.
3. Compared with sub-areas of Korean teachers' economic value-orientations, 'occupational consciousness i,e, discrimanation of occupation, capaciticism', 'economic policy i,e, induction of the foreign capital, modernization' were responded positively, but 'economic classes i,e the fulf between the poor and rich, the labor management dispute,' 'economic behavior the irregularities and corrup-tion, propensity to consume' were responded negatively.
Compared with group variables, teachers above 40's and 11 year careers showed positive responses, and all the teachers of the other groupsresponded neutral opinions.
4. Compared with sub-areas of Korean teachers' family value-orientations, 'family system i,e, the core family system, the equality of the sexes', 'children's education i,e, enthusiasm to education, laissez-fairism' were responded positively and 'family life i,e, shift ingeneration, love marriage', 'school education i,e, teacher-student relationship, education for preparing entrance examination' were reflected negatively.
Various differences of opinion were revealed among groups in the family vaule-orientations. In case of school level, primary school teachers were positive and middle-high school teachers were negative. In region, teachers in Seoul were positive and teachers in provinces were negative. Between sexes, female teachers were positive and male teachers were negative. In graduates, teachers from regular institution were positive and teachers from non-regular institution were negative. In major, liberal art and social science teachers were neutral and antural science teachers were negative. In age, teachers were neutral science teachers were negative. In age, teachers of twenties were positive and teachers of thrities and above fourties were negative. And in career, teachersof 1-5 year careers and 6-10 year careers were neutral but geachers above 11 year careers were negative.
5. Compared with sub-areas of the Korean teachers' ethico-moral value-orientations, the view of life i,e,faithfullness, happiness, in daily life, 'the traditional morals i,e, filial piety, truthfulness' were positive, the norms of behavior i,e, conscience, law-abiding spirit' were neutral and 'foreign morals i,e, free sex, decadent trends' were negative.
Compared with group variables, significant differences were not found and all the groups expressed the same neutral opinions. But relative differences were shown among groups. High school teachers responded more positively thanprimary school teachers, and in comparison with teachers in the rural, the teachers in Seoul responded more positively.
6. Compared with sub-areas of Korean teachers' religious value-orientations, 'nature of religion i,e, existence of God, world after death' was accepted positively, but 'religious life i,e, religious ceremony, fanaticism,' 'religious, issues i,e, the sectarian strife, the social particiption' and 'pseudo-religions i,e, perverse religions, superstitions' were responded negatively.
Compared with the group variables, significant differences were not discovered and all the groups showed neutral responses, but in case of region and sex, the Seoul teachers and the female teachers were relatively more positive than the rural teachers and the male teachers.
B. The Perceptual-Orientations of Korean Teachers.
1. Comparison with school level-perceptual areas:
As a whole, no significant differences were responded among groups, but the middle and the high school teachers showed relatively lower perceptions to 'student' than the primary school teachers, and as to 'teaching profession', the primary and the middle school teachers revealed high responses and the high school teachers showed low responses.
2. Comparison with sex-perceptual areas:
As a whole, no significant differences were found between the male and the female teachers, but as to 'student' and 'teaching profession', the male teachers perceived low obviously in contrast with the female teachers.
3. Comparison with region-perceptual areas:
As a whole, the perceptual orientations or the rural teachers were shown lower than those of the Seoul teachers, especially in 'student'.
4. Comparison with graduate-perceptual areas
No significant differences were found between the teachers graduated from regular teacher training institutions and the teachers graduated from non-regular teacher training institutions.On thecontrary the mean of regular institution teachers'perceptual orientations shwoed low tendency. Reconsideration ofthe function and role of the teacher training institution is needed.
5. Comparison with major-perceptual areas:
As awhole, the perceptual-orientation of the liberal art-social science teachers and the art-physical education teachers were higher than those of the natural science teachers. The countermeasure to natural science teachers should be established in relation to the socio-economic structure, and also low perception of the art-physical education teachers should be increased.
6. Comparison with age-perceptual areas:
As a whole, no significant differences were reflected among groups, but teachers of the thirties and above fourties perceived 'student relatively low in contrast with the teachers of twenties, and the teachers of thrities perceived 'teaching profession' low, too.
7. Comparison with career-perceptual areas
As a whole and partially, no significant differences were discoved, but is it necessary to increase the perceptual orientations of teachers above 11 year careers, especially in 'student'.
C. The Relation Between Value-Orientation and Perceptual-Orientation
Significant correlation bewteen value-orientation and perceptual orientation was not verified as a whole and in sub-areas.

For Further Study
The ultimate aim of this study is to develop the teacher training programm. The following problems should be studied continuously in relationto this research.
1. How to establish desirable value-orientation required for the Korean teachers at present and in the future.
2. How to study the relation between teachers and students' value-orientation: its differences, its process and level of the influence.
3. How to develop a curriculum for the establishment of value-orientation.
4. How to improve the value-orientation inventory.
5. How to imoprove the teacher efficiency scale.
6. How to study a programm developing teachers perceptual-orientation.

목차 (Table of Contents)

• 一. 序 論
• (1) 硏究의 趣旨
• (2) 硏究의 目的
• (3) 硏究의 限界
• 二. 理論的 背景
• (1) 價値觀의 槪念 및 先行硏究
• (2) 知覺向性의 槪念 및 先行硏究
• 三. 硏究方法 및 節次
• (1) 道 具
• (2) 標集對象
• (3) 統計的 處理
• 四. 結果 및 論義
• (1) 韓國 敎師集團의 價値觀
• (2) 韓國 敎師集團의 敎師知覺向性
• (3) 價値觀과 敎師知覺向性과의 關係
• 五. 結 論
• (1) 要 約
• (2) 앞으로의 硏究果題
• 參 考 文 獻
• 英 文 抄 錄
• 附 錄