3 research outputs found
Research on the Exploration of Teachers' risk of attrition: By applying an integrated research method
νμλ
Όλ¬Έ(μμ¬) -- μμΈλνκ΅λνμ : μ¬λ²λν κ΅μ‘νκ³Ό(κ΅μ‘νμ μ 곡), 2022.2. μλ¬Έμ.The purpose of this study is to present policy implications for educational human resource administration by understanding the current status of teachers' risk of attrition and exploring the cause of teachers' risk of attrition. To this end, this study established research questions as follows. First, the current status and characteristics of teachers' risk of attrition were examined. Second, the determinants of teachers' risk of attrition were analyzed. Third, teachers' experience of forming risk of attrition was explored.
This study solved the research problem by applying a triangulation design among an integrated research method models to derive an in-depth understanding of teachers' risk of attrition. Specifically, by using TALIS (Teaching and Learning International Survey) 2018 data for elementary school teachers in Korea provided by the OECD, variables affecting teachers' risk of attrition were established, and descriptive statistics were checked to find the status and the characteristics of teachers with the risk of attrition. In addition, by performing logistic regression analysis of TALIS 2018 Korean elementary school data, this research identified variables that significantly affect teachers' risk of attrition by age group (20-50s). And at the same time, two teachers with the risk of attrition by age group (A total of 8 people) were interviewed in depth to explore the reasons and circumstances under which teachers want to leave the teaching profession.
The main results of this study by the above research method are as follows. First, the proportion of Korean elementary school teachers' risk of attrition was 13%. This suggests that even if it does not lead to actual attrition, there are many teachers who remain at risk of attrition. Looking at the ratio of teachers' risk of attrition by age group, there were significant differences between age groups, with 6% in their 20s, 2% in their 30s, 3% in their 40s, and 55% in their 50s. In addition, as a result of examining the personal characteristics of teachers according to their risk of attrition by age group, it was found that the average teaching experience of teachers in their 40s and 50s with risk of attrition was longer than that of the group without risk of attrition. For teachers in their 20s and 30s, there was no significant difference in the individual characteristics of teachers according to their risk of attrition. This shows the possibility of attrition of highly experienced teachers, and it means risk of attrition of young teachers may be caused by organizational problems rather than individual characteristics.
Second, as a result of logistic regression analysis, it was found that job satisfaction had a significant negative effect on teachers' risk of attrition of all age groups. In addition, job stress had a significant effect on teachers' risk of attrition of teachers in their 20s, and the relationship with fellow teachers had a significant effect on teachers' risk of attrition in their 30s. Social utility motivation and teaching experience had a significant effect on teachers' risk of attrition in their 40s, and the highest level of formal education, teaching experience, and student-teacher ratio had a significant effect on teachers' risk of attrition in their 50s.
Third, as a result of the in-depth interview, infringement of teachersβ Right was pointed out as the cause for teachers of all ages to consider their intention to leave the teaching profession. In addition, teachers in their 20s were considering leaving the teaching profession due to irrational compensation, difficulty in self-realization as an expert, difficulty in student guidance, and excessive work. Teachers in their 30s were considering leaving the teaching profession due to irrational compensation, difficulty in self-realization as an expert, relationships with fellow teachers, and excessive work. Teachers in their 40s were thinking of attrition because of conflicts between teachers due to teacher performance bonuses, relationships with managers, and lack of efficacy as experienced teachers. Teachers in their 50s were thinking about leaving the teaching profession due to health problems and decreased physical strength, the timing of receiving honorary retirement allowances and pensions, relationships with managers, avoidance of older teachers, and lack of efficacy as experienced teachers. As a result of in-depth interviews to find out why teachers remain in the teaching profession despite their risk of attrition, it was found that teachers remained in the teaching profession not only because of economic motives, but also because of their affection for the teaching profession.
Based on the above research results, this study presented the following policy suggestions and follow-up studies. First, it was suggested that academic and policy attention should be paid to the teachers' risk of attrition considering the negative impact of risk of attrition on students and school organization. Second, it was suggested that policy efforts should be made to create an environment where teachers can focus on education, ensure growth potential and achievement in teaching, and improve a simple remuneration system and a static welfare system so that teacher can work with morale. Finally, this study suggested that research on teachers at other levels and private schools, empirical analysis of the impact on students when teachers with high risk of attrition, and research reflecting changes in the times and society need to be conducted continuously.λ³Έ μ°κ΅¬λ κ΅μ§ μ΄νμλλ₯Ό κ°μ§ κ΅μ¬μ νν©μ νμ
νκ³ , κ΅μ¬λ€μ΄ κ΅μ§ μ΄νμλλ₯Ό κ°κ² λ μμΈμ νμνμ¬ κ΅μ‘μΈμ μμνμ μ κ΄ν μ μ±
μ μμ¬μ μ μ μνλ λ° λͺ©μ μ΄ μλ€. μ΄λ₯Ό μν΄ λ€μκ³Ό κ°μ΄ μ°κ΅¬λ¬Έμ λ₯Ό μ€μ νμλ€. 첫째, κ΅μ§ μ΄νμλλ₯Ό κ°μ§ κ΅μ¬μ νν©κ³Ό νΉμ±μ μ΄λ νμ§ μ΄ν΄λ³΄μλ€. λμ§Έ, κ΅μ¬μ κ΅μ§ μ΄νμλ κ²°μ μμΈμ 무μμΈμ§ λΆμνμλ€. μ
μ§Έ, κ΅μ¬μ κ΅μ§ μ΄νμλλ μ΄λ»κ² νμ±λλμ§ νμνμλ€.
λ³Έ μ°κ΅¬λ κ΅μ¬μ κ΅μ§ μ΄νμλμ λν κΉμ΄ μλ μ΄ν΄λ₯Ό λμΆνκ³ μ ν΅ν©μ°κ΅¬λ°©λ² λͺ¨ν μ€ μΌκ°ν μ€κ³λ₯Ό μ μ©νμ¬ μ°κ΅¬λ¬Έμ λ₯Ό ν΄κ²°νμλ€. ꡬ체μ μΌλ‘ κ΅μ§ μ΄νμλλ₯Ό κ°μ§ κ΅μ¬μ νν©κ³Ό νΉμ±μ νμ
νκΈ° μν΄ OECDμμ μ 곡ν TALIS(Teaching and Learning International Survey) 2018 νκ΅ μ΄λ±κ΅μ λ°μ΄ν°λ₯Ό νμ©ν΄ λ³μΈμ μ€μ νκ³ , κΈ°μ ν΅κ³λ₯Ό νμΈνμλ€. λ€μμΌλ‘ κ΅μ¬μ κ΅μ§ μ΄νμλμ μ μν μν₯μ μ£Όλ λ³μΈμ νμΈνκ³ μ κ΅μ¬μ μ°λ Ήλλ³(20~50λ)λ‘ λ‘μ§μ€ν± νκ·λΆμμ μννμλ€. λμμ κ΅μ¬λ€μ΄ μ΄λ€ μ΄μ μ μν©μμ κ΅μ§ μ΄νμ κ³ λ €νλμ§ κ΅¬μ²΄μ μΈ λ§₯λ½μ νμνκΈ° μν΄ κ΅μ§ μ΄νμλλ₯Ό κ°μ§ μ°λ Ήλλ³ κ΅μ¬ 2μΈμ μ¬μΈ΅λ©΄λ΄νμλ€.
μ΄μμ μ°κ΅¬λ°©λ²μ μν λ³Έ μ°κ΅¬μ μ£Όμ κ²°κ³Όλ λ€μκ³Ό κ°λ€. 첫째, κ΅μ§ μ΄νμλλ₯Ό κ°μ§ κ΅λ΄ μ΄λ±κ΅μ¬μ λΉμ¨μ 13%μλ€. μ΄λ μ€μ μ΄νλ‘ μ΄μ΄μ§μ§ μλλΌλ κ΅μ§ μ΄ν κ°λ₯μ±μ κ°κ³ μλ₯νλ κ΅μ¬κ° μ μ§ μμμ μλ―Ένλ€. κ΅μ¬μ κ΅μ§ μ΄νμλ λΉμ¨μ μ°λ Ήλλ³λ‘ μ΄ν΄λ³΄λ©΄, 20λ 6%, 30λ 2%, 40λ 3%, 50λ 55%λ‘, μ°λ Ήλ κ° μλΉν μ°¨μ΄κ° μ‘΄μ¬νμλ€. λν, κ΅μ§ μ΄νμλ μ¬λΆμ λ°λ₯Έ κ΅μ¬μ κ°μΈμ νΉμ±μ μ°λ Ήλλ³λ‘ νμΈν κ²°κ³Ό, 40λμ 50λ κ΅μ¬λ κ΅μ§ μ΄νμλκ° μλ μ§λ¨μ νκ· κ΅μ§κ²½λ ₯μ΄ κ΅μ§ μ΄νμλκ° μλ μ§λ¨λ³΄λ€ κΈ΄ κ²μΌλ‘ λνλ¬κ³ , 20λμ 30λ κ΅μ¬λ κ΅μ§ μ΄νμλ μ¬λΆμ λ°λ₯Έ κ΅μ¬ μ§λ¨ κ° κ°μΈμ νΉμ±μ λλ ·ν μ°¨μ΄κ° λνλμ§ μμλ€. μ΄λ κ³ κ²½λ ₯ κ΅μ¬λ€μ κ΅μ§ μ΄ν κ°λ₯μ±μ 보μ¬μ£Όλ©°, μ μ κ΅μ¬λ€μ κ΅μ§ μ΄νμλκ° κ°μΈμ νΉμ±μ΄ μλ μ‘°μ§μ λ¬Έμ μμ μ λ°λμμ μ μμμ μμ¬νλ€.
λμ§Έ, λ‘μ§μ€ν± νκ·λΆμ κ²°κ³Ό κ΅μ§λ§μ‘±λλ λͺ¨λ μ°λ Ήλ κ΅μ¬μ κ΅μ§ μ΄νμλμ μ μν λΆμ μν₯μ λ―ΈμΉλ κ²μΌλ‘ λνλ¬λ€. κ·Έ μΈμ 20λ κ΅μ¬μ κ΅μ§ μ΄νμλμλ μ§λ¬΄μ€νΈλ μ€κ°, 30λ κ΅μ¬μ κ΅μ§ μ΄νμλμλ λλ£κ΅μ¬μμ κ΄κ³κ° μ μν μν₯μ λ―Έμ³€λ€. 40λ κ΅μ¬μ κ΅μ§ μ΄νμλμλ μ¬νμ μ μ©μ±λκΈ°, κ΅μ§κ²½λ ₯μ΄, 50λ κ΅μ¬μ κ΅μ§ μ΄νμλμλ μ΅μ’
νλ ₯, κ΅μ§κ²½λ ₯, νμ-κ΅μ¬λΉμ¨μ΄ μ μν μν₯μ λ―Έμ³€λ€.
μ
μ§Έ, μ¬μΈ΅λ©΄λ΄ κ²°κ³Ό κ΅κΆμ€μΆλ λͺ¨λ μ°λ Ήλμ κ΅μ¬λ‘λΆν° κ΅μ§ μ΄νμ κ³ λ €νλ μμΈμΌλ‘ μ§λͺ©λμλ€. κ·Έ μΈμ 20λ κ΅μ¬λ λΉν©λ¦¬μ 보μ, μ λ¬Έκ°λ‘μ μμμ€ν κ³€λ, μ
무과λ€, νμμ§λμ μ΄λ €μμΌλ‘, 30λ κ΅μ¬λ λΉν©λ¦¬μ 보μ, μ λ¬Έκ°λ‘μ μμμ€ν κ³€λ, λλ£κ΅μ¬μμ κ΄κ³, μ
무과λ€λ‘ μΈν΄ κ΅μ§ μ΄νμ κ³ λ €νκ³ μμλ€. 40λ κ΅μ¬λ κ΅μμ±κ³Όμμ¬κΈμ λ‘ μΈν κ΅μ¬ κ° κ°λ±, κ΄λ¦¬μμμ κ΄κ³, κ³ κ²½λ ₯μλ‘μ ν¨λ₯κ° λΆμ¬λ‘, 50λ κ΅μ¬λ 건κ°λ¬Έμ μ 체λ ₯μ ν, λͺ
μν΄μ§ μλΉκ³Ό μ°κΈμλ Ή μκΈ°, κ΄λ¦¬μμμ κ΄κ³, κ³ λ Ήμ κ΅μ¬ κΈ°νΌ, κ³ κ²½λ ₯μλ‘μ ν¨λ₯κ° λΆμ¬λ‘ κ΅μ§ μ΄νμ μκ°νκ³ μμλ€. μ¬μΈ΅λ©΄λ΄μ ν΅ν΄ κ΅μ§ μ΄νμλκ° μμμλ μλ₯νλ μ΄μ λ₯Ό μμλ³Έ κ²°κ³Ό, κ΅μ¬λ€μ λ¨μν κ²½μ μ λκΈ°λ§μΌλ‘ κ΅μ§μ λ¨μμλ κ²μ΄ μλλΌ κ΅μ¬μ§μ λν μ μ μΌλ‘λ κ΅μ§μ μλ₯νκ³ μμλ€.
μ΄μμ μ°κ΅¬κ²°κ³Όλ₯Ό λ°νμΌλ‘ λ³Έ μ°κ΅¬λ λ€μκ³Ό κ°μ μ μ±
μ μ μΈ λ° νμμ°κ΅¬λ₯Ό μ μνμλ€. 첫째, κ΅μ§ μ΄νμλκ° νμκ³Ό νκ΅μ‘°μ§μ λ―ΈμΉ λΆμ μ μΈ μν₯μ κ³ λ €νμ λ κ΅μ¬λ€μ΄ λνλ΄λ κ΅μ§ μ΄ν κ°λ₯μ±μ νμ μ , μ μ±
μ κ΄μ¬μ κ°μ ΈμΌ ν¨μ μ μΈνμλ€. λμ§Έ, κ΅μ¬λ€μ΄ κ΅μ§μ λ§μ‘±νλ©° μ¬κΈ°λ₯Ό κ°κ³ 근무ν μ μλλ‘ κ΅μ‘μ μ§μ€ν μ μλ νκ²½μ μ‘°μ±νκ³ , κ΅μ§μμμ μ±μ₯ κ°λ₯μ±κ³Ό μ±μ·¨λ₯Ό 보μ₯νλ©°, μλ§ν 보μ체κ³μ μ νμ μΈ λ³΅μ§μ λλ₯Ό κ°μ νλ λ°©ν₯μΌλ‘μ μ μ±
μ λ
Έλ ₯μ΄ νμν¨μ μ μΈνμλ€. λ§μ§λ§μΌλ‘ λ³Έ μ°κ΅¬λ νμμ°κ΅¬λ‘μ ν νκ΅κΈ λ° μ¬λ¦½νκ΅ κ΅μ¬λ₯Ό λμμΌλ‘ ν μ°κ΅¬, λμ κ΅μ§ μ΄νμλλ₯Ό κ°μ§ κ΅μ¬κ° κ΅μ§μ μλ₯ν κ²½μ° νμμ λ―ΈμΉλ μν₯μ μ€μ¦μ μΌλ‘ λΆμν μ°κ΅¬, μλμ μ¬νμ λ³νλ₯Ό λ°μν μ°κ΅¬κ° μ§μμ μΌλ‘ μνλ νμκ° μμμ μ μΈνμλ€.μ 1 μ₯ μλ‘ 1
μ 1 μ μ°κ΅¬μ νμμ±κ³Ό λͺ©μ 1
μ 2 μ μ°κ΅¬λ¬Έμ 8
μ 3 μ μ©μ΄μ μ μ 9
μ 2 μ₯ μ΄λ‘ μ λ°°κ²½ 10
μ 1 μ μ΄μ§κ³Ό μ΄μ§μλ 10
1. μ΄μ§ 10
2. μ΄μ§μλ 14
μ 2 μ μ΄μ§μλμ κ΄λ ¨λ μ΄λ‘ 18
1. μΈμ μλ³Έμ΄λ‘ 18
2. μ¬νκ΅νμ΄λ‘ 20
3. μ§λ¬΄λ°°νμ± 21
4. μ’
ν© 22
μ 3 μ κ΅μ¬μ κ΅μ§ μ΄νμλ 24
1. κ΅μ¬μ κ΅μ§ μ΄νμλ κ°λ
24
2. μ νμ°κ΅¬ κ²ν 25
μ 3 μ₯ μ°κ΅¬λ°©λ² 34
μ 1 μ ν΅ν©μ°κ΅¬λ°©λ² 34
μ 2 μ μ°κ΅¬μ€κ³ 35
1. μ°κ΅¬μ μ μ°¨ 35
2. μμ μ°κ΅¬ 38
3. μ§μ μ°κ΅¬ 46
μ 4 μ₯ μ°κ΅¬κ²°κ³Ό 54
μ 1 μ κ΅μ§ μ΄νμλλ₯Ό κ°μ§ κ΅μ¬ νν©κ³Ό νΉμ± νμΈ 54
1. κ΅μ§ μ΄νμλλ₯Ό κ°μ§ κ΅μ¬ νν© 54
2. κ΅μ§ μ΄νμλ μ¬λΆμ λ°λ₯Έ κ΅μ¬ νΉμ± 58
μ 2 μ κ΅μ¬μ κ΅μ§ μ΄νμλ κ²°μ μμΈ λΆμ 71
μ 3 μ κ΅μ¬μ κ΅μ§ μ΄νμλ νμ± κ²½ν μ΄ν΄ 74
1. κ΅μ§ μ΄νμλκ° νμ±λλ μ΄μ 74
2. κ΅μ§ μ΄νμλκ° μμμλ μλ₯νλ μ΄μ 101
μ 4 μ μ’
ν© 107
μ 5 μ₯ λ
Όμ 114
μ 1 μ κ΅μ§ μ΄νμλλ₯Ό κ°μ§ κ΅μ¬ νν©κ³Ό νΉμ± νμΈ 114
μ 2 μ κ΅μ¬μ κ΅μ§ μ΄νμλ κ²°μ μμΈ λ° νμ± κ²½ν μ΄ν΄ 116
μ 6 μ₯ κ²°λ‘ 122
μ 1 μ μμ½ 123
μ 2 μ μ μΈ 126
μ°Έκ³ λ¬Έν 131
λΆλ‘ 145
Abstract 148μ