學校社會의 人間關係 改善에 관한 一硏究 : 敎師를 中心으로 centering around teachers = A Study on the Improvement of Human Relations in the School Society

다국어 초록 (Multilingual Abstract)

(1) The dissertation was designed to make a contribution to the effectual attainment of the objectives of school education by improving the human relations among teachers in various interaction patterns. The study of human relations was derived from the Hawthorne Experiments which proved the fact that advancement of production efficiency can be attained not by improving physical working conditions alone but mainly by improving the complicated human relations in the organizations. The Hawthorne Experiments had come to a conclusion that the human being should be regarded as a mere producer of manpower, contributing to formation of the theory of human relations in the scientific sense through the study of the rules and principles of human behavor in the interdisciplinary approaches among the disciplines of psychology, sociology and anthropology with special emphasis upon studies of psychological motivations and social influences among members of the organization.
(2) The importance of human relations has come to be keenly recognized in the field of education as the harmonious development of well-rounded personality has been increasingly emphasized as an objective of education.
(9) The significance of human relations in school education can be summarized under 3 major points. First, the educational significance of human relations can be pointed. The formation of peronality of an individual is largely influenced by social learning on the basis of human relations. Especially the formation of personality in earlier period is largely done through model learning. Thus parents and teachers who are to be the models of social learning are urged to maintain good human relations with children in order to fulfil the role of model for healthy development of their personality. Second, effects of human relations upon learning process should be noted. The learning process is heavily dependent on the social learning process through human relations. Learning is not mere transmission of knowledges and techniques such as reading, writing and arithmetic, but it also involves social learning process through human, relations with children. Third, it can be pointed that human relations give great influences to the processes of administration.
(4) It is intended to analyse and diagnose the contents and processes of human relations by dividing into 4 categories centering teachers such as administrators-teachers, teachers-teachers, teachers-students and teachers-parerts.
(5) In the research study questionnairs were given to primary school teachers. They were asked to check 3 most important items in descending order in terms of human relations among 27 items which in tern were subdivided into 4 major dimensions. From theme results an attempt was made to give some proposals for improving human relations in school society.
(6) Finally from a review of theoretical work in thin area and on the basis of my own investigation conclusions were drawn as follows. In short, the respect for the individual personality should, first of all, be required in order to establish good human relations in school society. Next, social skills to form human relations such as individual motivations, sense of social cognition of an in dividual, morals and communication should also be considered.

목차 (Table of Contents)

• 一. 序
• 二. 理論的 考察
• Ⅰ. 人間關係의 意義
• 1. 一般的 意味
• 2. 固有의 (學問的) 意味
• Ⅱ. 人間關係論 擡頭의 沿革
• 1. 科學的 管理法 以前의 資金管理
• 2. 科學的 管理法의 出現
• 3. 호-손實驗
• 4. 호-손實驗의 結論
• Ⅲ. 學校社會의 人間關係 考察
• 1. 學校社會에 있어서의 人間關係의 重要性
• 2. 行政家와 敎師의 人間關係
• 3. 敎師 相互間의 人間關係
• 4. 敎師와 兒童學生의 人間關係
• 5. 敎師와 學父母의 人間關係
• 三. 調査硏究
• Ⅰ. 調査對象
• Ⅱ. 調査方法 및 分析內容
• 1. 重要度 算出
• 2. 滿足度 算出
• Ⅲ. 內容分析 및 解析
• 1. 바람직한 人間關係의 形成要因 分析
• (1) 重要度面에서의 分析
• (2) 滿足度面에서의 分析
• Ⅳ. 提言
• 1. 學校長과 敎師의 人間關係
• 2. 敎師 相互間의 人間關係
• 3. 敎師와 兒童의 人間關係
• 4. 敎師와 學父母의 人間關係
• 四. 結語
• 參考文獻
• 附錄
• Abstract