본 연구는 2001년과 2011년 간 중등학교 교사의 문화를 비교 분석하여 지난 10년간의 교사 문화에 변화가 있었는지에 대해 기술하는 데 연구의 주 목적이 있다. 이를 위해 그동안의 교사 문화와 관련된 선행 연구를 통해 교사 문화의 개념, 교사 문화의 특징 등을 검토하였다. 10년 전과의 비교를 위해 2001년 수행된 연구의 모형을 동일하게 반복 연구를 수행하였다. 반복 연구의 수행은 연구 당시의 맥락을 고려하기 힘들다는 한계를 지니지만 10년 간의 변화를 보여주기에 적절하다. 연구 결과, 교사 문화는 여전히 개인주의적이며 보수적이었으며, 학교조직 문화는 형식주의에 젖어 있었다. 교원전문성 지원체제에 대한 인식은 긍정적으로 변화하고 있었으며, 현재의 교원인사제도는 교원 사기 진작에 기여하지 못하는 것으로 나타났다.
The purpose of the study was to compare the secondary school teacher cultures between 2001 and 2011. Literatures on concepts and characteristics of school teacher culture were reviewed. Based on the prior studies, school teacher's culture was conservative, unchangeable, and in formalism. For comparisons, same survey items that used at Lee et al.'s study(2001) were employed for secondary school teachers. Most items were compared item by item with t-test, but job identification, self-efficiency, and democratic school culture were constructed with sub items. At results, teachers still had conservative and individual culture, and school organization were in formalism. It was encouraging school teachers to begin to perceive professional development system helpful. However, governmental policies on teacher promotion did not improve teacher's morale. For better policy implementation, more understanding on school teachers' culture in schools was suggested.
The purpose of the study was to compare the secondary school teacher cultures between 2001 and 2011. Literatures on concepts and characteristics of school teacher culture were reviewed. Based on the prior studies, school teacher's culture was conservative, unchangeable, and in formalism. For comparisons, same survey items that used at Lee et al.'s study(2001) were employed for secondary school teachers. Most items were compared item by item with t-test, but job identification, self-efficiency, and democratic school culture were constructed with sub items. At results, teachers still had conservative and individual culture, and school organization were in formalism. It was encouraging school teachers to begin to perceive professional development system helpful. However, governmental policies on teacher promotion did not improve teacher's morale. For better policy implementation, more understanding on school teachers' culture in schools was suggested.
