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교사의 교직관에 따른 학생 행동에 대한 벌 유형 원문보기
(The) Type of Punishment about Student's Behavior According to the View of Teaching Profession

  • 저자

    전혜경

  • 학위수여기관

    창원대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    교육심리 및 공학전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    iii, 71p.

  • 키워드

    교사 교직관 학생 행동 교육심리 벌 유형;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9153576&outLink=K  

  • 초록

    The purpose of this study was to examine how teachers perceived teaching profession, what type of punishment they inflicted on student problem behaviors, and whether there was any relationship between their view of teaching profession and the type of punishment used by them. The subjects in this study were the elementary school teachers randomly selected from the cities of Changwon, Masan and Jinhae. The instruments used in this study were two questionnaires prepared in this study to measure a view of teaching profession and the type of punishment on student problem behaviors respectively. For data analysis, SPSS Ver 10.0 program was utilized. To find out the effect of teacher variables on role belief, mean and standard deviation were calculated for each group, and t-test was employed to track intergroup gaps. As for the relationship of teacher variables to the type of punishment and role belief, mean and standard deviation were calculated and variance analysis was conducted to check out the level of significance. The findings of this study were as follows: First, as a result of investigating how much the teachers took pride in teaching profession, there appeared no significant relationship between the factors. However, the teachers were highly proud of teaching profession, and this fact indicated that they viewed their occupation as one of professionals and considered it highly regarded. Second, concerning the influence of their variables on educational environments, no significant relationship existed between the factors as well. In spite of high pride in teaching profession, they felt educational environments and condition were somewhat inadequate. Thus, they took pride in teaching profession but didn't find educational environments and condition to be good enough. Third, the teacher variables didn't seem to exercise any conclusive influence on the type of punishment on student problem behaviors. Although the type of punishment for a specific problem behavior was slightly different according to their gender, grade in charge and career, verbal punishment was most prevailing as long as problem behaviors weren't triggered by poor achievement motivation, and the second most frequently used punishment was supplementary activities and corporal punishment. Finally, their view of teaching profession made no difference to the type of punishment inflicted by them. It's originally expected that the type of punishment would be different according to their view of teaching profession, but contrary to the expectation, verbal punishment was most widely inflicted on every problem behavior except one caused by poor achievement motivation, and the second most common type was supplementary activities and corporal punishment. In the event of poor achievement motivation, supplementary activities were most frequently utilized, followed by verbal punishment and corporal punishment, and supplementary activities seemed to aim for raising achievement motivation.


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