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    교사의 혁신학교 이탈 현상에 대한 질적 연구 = A Qualitative Study on the Exit of Innovative School Teachers

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    https://www.riss.kr/link?id=T17211166

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    The purpose of this study is to identify the reasons for the wishes of teachers who wish to transfer from innovative school to general school. Prior research on innovative schools and data on factors of hope for transfer from general schools were used, and in-depth interviews were conducted with five teachers who sent a telegram wishing to leave A innovative school to general school.
    The main results of this study are as follows. First, the reasons for teachers to come to innovative schools were divided into voluntary and involuntary factors. They preferred innovative schools as voluntary factors, and there were cases where they came according to the moving score in order to get a promotion score, and as an involuntary factor, they came to 'thrown off' because it was the first place of appointment. Second, the experiences of teachers working at A innovative school could be largely divided into classes, work, Damoim(faculty meeting), and professional learning communities. Teachers experienced positive experiences in discovering achievements in innovative schools, such as 'woke classes', 'power to be together', 'being alive as teachers', and a democratic atmosphere, while they experienced negative experiences such as pressure on progress, lack of understanding of innovative school philosophy, lack of communication, and convenience. Third, it was analyzed that innovative school teachers made the decision to leave innovative school when they experienced a loss of efficacy, conflict between fellow teachers, or when personal time was insufficient due to heavy work.
    This study can be meaningful in analyzing the causes of teachers who want to leave innovative schools to prevent and spread the power leakage of innovative schools. Based on the research results, it is suggested to strengthen the publicity of innovative schools, input of leader teachers with high understanding of innovative schools, and recruit members as teachers who wish to work at innovative schools in order to reduce teachers' departure from innovative schools.
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    The purpose of this study is to identify the reasons for the wishes of teachers who wish to transfer from innovative school to general school. Prior research on innovative schools and data on factors of hope for transfer from general schools were used...

    The purpose of this study is to identify the reasons for the wishes of teachers who wish to transfer from innovative school to general school. Prior research on innovative schools and data on factors of hope for transfer from general schools were used, and in-depth interviews were conducted with five teachers who sent a telegram wishing to leave A innovative school to general school.
    The main results of this study are as follows. First, the reasons for teachers to come to innovative schools were divided into voluntary and involuntary factors. They preferred innovative schools as voluntary factors, and there were cases where they came according to the moving score in order to get a promotion score, and as an involuntary factor, they came to 'thrown off' because it was the first place of appointment. Second, the experiences of teachers working at A innovative school could be largely divided into classes, work, Damoim(faculty meeting), and professional learning communities. Teachers experienced positive experiences in discovering achievements in innovative schools, such as 'woke classes', 'power to be together', 'being alive as teachers', and a democratic atmosphere, while they experienced negative experiences such as pressure on progress, lack of understanding of innovative school philosophy, lack of communication, and convenience. Third, it was analyzed that innovative school teachers made the decision to leave innovative school when they experienced a loss of efficacy, conflict between fellow teachers, or when personal time was insufficient due to heavy work.
    This study can be meaningful in analyzing the causes of teachers who want to leave innovative schools to prevent and spread the power leakage of innovative schools. Based on the research results, it is suggested to strengthen the publicity of innovative schools, input of leader teachers with high understanding of innovative schools, and recruit members as teachers who wish to work at innovative schools in order to reduce teachers' departure from innovative schools.

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    목차 (Table of Contents)

    • I. 서 론 1
    • 1. 연구의 필요성 및 목적 1
    • 2. 연구 문제 3
    • II. 이론적 배경 5
    • 1. 교사 전보의 유형과 원인 5
    • I. 서 론 1
    • 1. 연구의 필요성 및 목적 1
    • 2. 연구 문제 3
    • II. 이론적 배경 5
    • 1. 교사 전보의 유형과 원인 5
    • 2. 혁신학교 관련 선행연구 분석 7
    • III. 연구 방법 10
    • 1. 심층면담 10
    • 2. 자료 수집 및 절차 11
    • 가. 연구학교 12
    • 나. 연구 참여자 13
    • 3. 자료 분석 14
    • IV. 연구 결과 15
    • 1. 혁신학교를 오게 된 계기 15
    • 가. 혁신학교를 선호해서 15
    • 나. 승진을 위해서 17
    • 다. 이동 점수에 맞춰서 18
    • 라. '튕겨서' 19
    • 마. 첫 발령지라서 20
    • 2. 혁신학교에서의 경험 21
    • 가. 수업 21
    • 나. 업무 23
    • 다. 다모임 25
    • 라. 전문적 학습 공동체 29
    • 3. 혁신학교 이탈 원인 30
    • 가. 효능감의 상실 30
    • 나. 갈등 상황 32
    • 다. 업무 과중 34
    • V. 논의 36
    • Ⅳ. 결론 및 제언 38
    • 1. 요약 및 결론 38
    • 2. 제언 39
    • 참고문헌 41
    • Abstract 45
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