지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2024.1
- 수록면
- 39 - 52 (14page)
- DOI
- 10.51979/KSSLS.2024.01.95.39
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초록· 키워드
오류제보하기
Purpose: The purpose of this study is to explore the perceived role identity of dual-licensed elementary school physical education teachers and analyze the demand for teacher education programs to enhance their teaching experiences.
Method: Seventy-seven dual-licensed elementary school physical education teachers in Seoul were selected through targeted and snowball sampling. An online survey was conducted from August to September 2023 via mobile or SNS (NAVER OFFICE). Data from 74 participants, after excluding missing values and outliers, were processed using SPSS 29.0, involving reliability analysis, normality tests, and cluster analysis.
Results: The study identified four types of role identity among dual-licensed elementary school physical education teachers: Calling Consciousness Type, Professional Pursuit Type, Role Commitment Type, and Job Maintenance Type. The distribution of these types was as follows: 35 in Calling Consciousness Type, 15 each in Professional Pursuit Type and Role Commitment Type, and 9 in Job Maintenance Type. Their average values were in the order of Calling Consciousness Type (4.7143), Professional Pursuit Type (4.1683), Role Commitment Type (4.0778), and Job Maintenance Type (3.5503). Regarding support plans, the most requested were role support for self-contained teachers (33.8%), resilience training for different life cycles (25.7%), classroom management support (23%), and professional development in specific subjects (16.2%), with other requests (1.3%).
Conclusion: The study concludes that there are four distinct role identities among self-contained dual-licensed elementary school physical education teachers, with the Calling Consciousness Type being the most prevalent and idealized. The most sought-after support plans are those that aid in role performance and classroom management.
Method: Seventy-seven dual-licensed elementary school physical education teachers in Seoul were selected through targeted and snowball sampling. An online survey was conducted from August to September 2023 via mobile or SNS (NAVER OFFICE). Data from 74 participants, after excluding missing values and outliers, were processed using SPSS 29.0, involving reliability analysis, normality tests, and cluster analysis.
Results: The study identified four types of role identity among dual-licensed elementary school physical education teachers: Calling Consciousness Type, Professional Pursuit Type, Role Commitment Type, and Job Maintenance Type. The distribution of these types was as follows: 35 in Calling Consciousness Type, 15 each in Professional Pursuit Type and Role Commitment Type, and 9 in Job Maintenance Type. Their average values were in the order of Calling Consciousness Type (4.7143), Professional Pursuit Type (4.1683), Role Commitment Type (4.0778), and Job Maintenance Type (3.5503). Regarding support plans, the most requested were role support for self-contained teachers (33.8%), resilience training for different life cycles (25.7%), classroom management support (23%), and professional development in specific subjects (16.2%), with other requests (1.3%).
Conclusion: The study concludes that there are four distinct role identities among self-contained dual-licensed elementary school physical education teachers, with the Calling Consciousness Type being the most prevalent and idealized. The most sought-after support plans are those that aid in role performance and classroom management.
목차
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 결론 및 제언(논의)
참고문헌
ABSTRACT
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