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敎師의 職務滿足度에 관한 分析 원문보기

  • 저자

    강태숙

  • 학위수여기관

    水原大學校 行政大學院

  • 학위구분

    국내석사

  • 학과

    일반행정전공

  • 지도교수

  • 발행년도

    2001

  • 총페이지

    ii, 50 p.

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T8954489&outLink=K  

  • 초록

    It seems that the functional satisfaction of teaching profession in elementary school becomes one of the most essential factors in determining the orientation and results of education at least to prove the optimum conditions for the education of children by elucidating satisfying and dissatisfying factors of teaching profession. For that purpose, a questionnaire form was created by making reference to theories and investigations on the functional satisfaction of teaching profession. Sampled out as subjects of this study were 225 elementary teachers, from whom responses were collected. The statistic program used for analysis of responses depended upon SPSS/Winprogram, and then ANOVA and X²were carried out. In consequence, an investigation was conducted of how teachers are satisfied with their teaching profession by variables such as sex, experience, school scale, etc. Resultant findings were revealed, as follows: First, most of teachers did not show a clear level of satisfaction or dissatisfaction with their teaching profession but teachers of more than ten years of experience in teaching profession and less than twenty years represented a considerably low level of satisfaction with their duties. Second, male teachers disclosed a lower level of satisfaction with the social stability of teaching profession, while female ones reflected on the whole a comparatively high satisfaction. When seen from experience, teachers with less than ten years of experience in teaching profession showed a higher level of satisfaction. Third, no differences by sex were found in satisfaction with class allotment, efficiency rating, and the school administrative system related to encouragement of learning and teaching, whereas those with more than ten years and less than twenty years presented the lowest satisfaction. Fourth, teachers' satisfaction with their working environment showed no differences by sex and school scale, while those with more than ten years and less than twenty years expressed the lowest satisfaction. Fifth, as regards promotion, female teachers felt absurdity and dissatisfacton rather than male ones. As for differences by experience, teachers were not well aware of satisfaction with their teaching profession but perceived that the promotion system was inequal during the period from more than ten years and less than twenty years of experience. However, they pointed out favorable satisfaction with their promotion during the period for more than twenty years of experience. Sixth, regarding satisfaction with their professionalism, female teachers represented a lower level of satisfaction than male ones and those of more than ten years and less than twenty years also dissatisfaction. Seventh, about satisfaction with their community, no significant differences were found between male and female teachers, and teachers with more than ten years and less than twenty years of experience do not explicit response to the educational activities of their community, as a result of analysis of differences by experience. On the basis of the results of this study, suggestions were proposed for policymaking and follow-up studies, as follows: First, the functions of teachers in elementary school are required to be initiatively performed so that they could exert their efforts for autonomous school and classwork operation and teaching. Second, varied educational considerations by policy should be paid to the function of teaching profession in the light of the importance of the educational role and functional significance of teachers in elementary school.


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