학교구성원의 교육활동(교권) 보호 인식에 관한 연구 -I 광역시를 중심으로- [A Study on the Perception of Educational Activities (Educational Authority) Protection Among School Members]

This study conducted a survey of 1,951 teachers, 3,074 students, and 2,869 parents in the I Metropolitan City Office of Education, and analyzed the differences in conceptual awareness and feelings toward teachers between the groups based on the collected data. In addition, responses to open-ended questions about the protection of educational activities were analyzed for word frequency and word clouds using Nvivo12, and implications for each group of school members were drawn by category. Unlike previous studies that focus on the causes and consequences of infringement of educational activities in schools, this study focuses on the realistic voices of school members surrounding the protection of educational activities based on the analysis of an open-ended question. As a result, the study found significant differences in school members’ perceptions of the concept of school rights and their feelings toward teachers, as well as parents’ and students’ perceptions of the prerequisite conditions that lead to “school rights violations” when teachers do not have adequate professionalism and character in the process of violating educational activities. These results show that teachers should try to internalize fairness in educational activities, pedagogical expertise and educational support for students, and students and parents should make mutual efforts to restore trust in schools and teachers, and provide an opportunity for reflection within the teacher group. Despite this, considering the fact that our society has allowed the inherent violence in various forms of educational infringements (abuse of educational authority) under the name of ‘complaints,’ there is a need to explore alternatives that expand the horizon of reflection among school members who do not tolerate any form of violence and that enhance the protection of educational activities (educational authority). Just as climate change has demanded the restoration of the environmental ecosystem, the educational ecosystem also requires trustworthy approaches among educational constituents.