Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
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A Study on the Influence Behaviors of the Implementation of Teachers' Curriculum: Focus on Teachers' Perceptions of Curriculum and Resistance

교사들의 교육과정 저항성에 따른 실행형태 영향요인에 관한 연구

  • Received : 2018.09.10
  • Accepted : 2018.11.02
  • Published : 2018.11.30
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Abstract

As is the case with South Korea, if the authority for decision making on curricula is concentrated on the state level, the perspective of the understanding on the curricula could be said to be essential. And, such an understanding on the curricula can be important not only to the theorist of curricula but also the teachers in educational institutions. Also, there have been a number of studies to examine the awareness of the teachers on education reform. However, the studies on the resistance factor was mainly focused on the relationships with traits of individuals, covering factors such as their habits, maturity, character, and age, etc. But, it was difficult to find consistency in the results of these studies. Therefore, in this study, the researcher selected the teachers as the key factor of the execution of the curricula and examined the awareness of the teachers on education resistance and the negative views thereupon in the relationship between the knowledge, attitude, skills, and education execution, with a view to find another meaning. The subjects of this study were selected among the teachers in middle or high schools located in Gangnam, Songpa, and Joonggu districts of Seoul. The survey was conducted online with 15 institutions over three weeks from April 13 to 30, 2018. The data gathered were analyzed using SPSS 20.0 and AMOS 20.0, in order to validate the hypotheses through frequency analysis, confidence analysis, factor analysis, structural equation model, and sobel-test. The result of the analyses showed that the factors that affected execution of curricula were the skill system, knowledge system, and attitude of the teachers, in that order, with a positively significant influence. And, significant differences were identified between the factors depending on high or low resistance among teachers.

우리나라와 같이 교육과정에 관한 의사결정이 국가 수준에 집중되어 있을 경우 교육과정 이해의 관점은 필연적이라고 할 수 있으며, 이러한 교육과정 이해는 교육과정 이론가뿐만 아니라 실질적인 교육기관의 교사에게도 중요하고 볼 수 있다. 또한 그 동안 교육개혁에 관한 교사들의 인식을 알아보기 위한 연구는 활발히 이루어져왔다. 그러나 저항요인에 관한 연구는 주로 개인들의 속성에 관한 연구들로서, 습관, 성숙도, 인성, 연령 등과의 관련성을살펴본 결과들이 있었으나 연구결과들 간에 일관성을 찾아보기가 어려웠다. 따라서 본 연구는 교육과정 실행의 핵심요인으로 교사를 선정하고 교사의 지식과 태도, 기술과 교육과정 실행 간의 관계에서 교사들이 가지는 교육 저항성에 대한 인식과 부정적인 견해를 알아보는 것으로써 또 다른 의미를 찾고자 한다. 본 연구의 대상은 서울지역의 강남구, 송파구, 중구에 위치한 중 고등학교에서 교사들을 대상으로 했다. 설문조사는 2018년 4월 13일부터 4월 30일까지 3주에 걸쳐 15개 학교 대상으로 무선표집을 실시하였다. 자료분석은 SPSS 20.0와 AMOS 20.0을 이용하여 빈도분석, 신뢰도 분석, 요인분석 및 구조방정식 모형과 sobel-test를 통해 가설을 검증하였다. 분석결과 교육과정 실행에 영향을 미치는 요인으로는 기술체계, 지식체계, 교사의 태도 순으로 정(+)의 유의한 영향을 미치는 것으로 나타났으며, 교사 저항감의 고(高), 저(低)에 따라 각 요인 간의 유의한 차이가 있는 것을 확인하였다.

Keywords

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Fig. 1. Research Model

Table 1. Pearson Correlation

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Table 2. Research Model fit

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Table 3. Validation results of the hypothesis

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Table 4. Differences between high and low group of teacher resistance

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