This paper is to research the actual violation of teachers’ rights in the classroom and to present the preliminary data for the establishment of teachers’ rights.
This will be achieved by investigating the data associated with teachers’ awareness, and causes and solutions of the violation o...
This paper is to research the actual violation of teachers’ rights in the classroom and to present the preliminary data for the establishment of teachers’ rights.
This will be achieved by investigating the data associated with teachers’ awareness, and causes and solutions of the violation of teachers’ rights.
The research topics are as follows: First, are the teachers aware of the violation of teachers’ rights? Is there any difference in awareness among the research participants? Second, how are the teachers aware of the causes of the violation, and is there any distinction among the research participants? Third, are the teachers aware of solutions to the violation and is there any difference among the participants?
The findings are based on surveys and the analysis of literature. Previous studies investigated the concept and legislative definition of Teacher's Rights, the definition of the violation and of teacher's rights, and the classification of the violation of the teachers' rights, these violations were surveyed by the Korean Federation of Teachers' Association (KFTA) and the Ministry of Education. The surveys were based on the understanding of the actual violation of the teachers' rights and what improvements were made in the conditions. To do this, a questionnaire was used to gather data. The Hangeul SPSS21.0 statistical analysis was used to analyzed the results, where t-test, f-test, Chi=square.
The results are divided into 3 parts: the current state of affair of the violation of middle school teachers' right, the causes, and the solutions.
First, teachers have recognized the serious violation of teachers’ rights. Teachers have experienced violent behavior and verbal abuse from students in the classroom one to three times, on average with female teachers have experiencing. Most of these incidents occur when students do not follow the teachers’ instruction. They mostly happen at the beginning of the first semester, during the class and in the classroom.
Second, the improper behavior of students is the most common type of violation. In private school and the smaller area, improper behavior of the parents is more common. Female teachers and teachers in public school have experienced assault and verbal violence. Students tend not to conform to the direction of head teachers or teachers with more than 20 years experience.
Third, the general cause of violation of teachers’ rights comes from being socially undervalued. For male teachers and head teachers, the cause of violation of teachers’ right is their dissatisfaction with student guidance. The same cause exists in private schools.
Fourth, when violations happen teachers with less work experience or teachers on a contract basis tend to ask their colleagues for advice. The following that they should be asked for advice are School administrator, Protection committee for teacher’s right, the person directly involved. Female teachers tend to made legal demands for compensation and psychological consultation more than male teachers.
Fifth, teachers think that a social environment should be formed in order to protect the teachers' rights. It is more difficult for temporary contract teachers and private school teachers to cope with the violation because of their unstable status as teachers. Male teachers are considered more prepared in addressing violations. Teachers with less work experience are referred to establishments of professional ethics so that their education of humanism can be strengthened.
The conclusions are based on the above research.
First, teachers should develop their professional knowledge to protect their rights.
Second, teachers should recover the pride of teaching and have extensive knowledge about the guidance of students' life in school.
Third, when teacher’s rights are violated, teachers should deal directly with the person responsible for this violation.
Fourth, a responsibility compensation insurance system for teachers should be established.
Fifth, the educational environment is needs to improve by reducing: the number of students in each classroom, the numbers of classes assigned to teachers, and the amount administrative work.
This paper is locally limited to the Yangsan, Gyungsangnamdo area. It needs more comprehensive research from teachers all over the country to generalize the conclusion of the paper. What this paper emphasizes is that teachers’ rights should be supported in order to protect students’ human rights and their education, as well as supporting the teachers’ educational activities. The systematic preparation to protect and enhance the teachers' right is needed.
This paper is to research the actual violation of teachers’ rights in the classroom and to present the preliminary data for the establishment of teachers’ rights.
This will be achieved by investigating the data associated with teachers’ awareness, and causes and solutions of the violation of teachers’ rights.
The research topics are as follows: First, are the teachers aware of the violation of teachers’ rights? Is there any difference in awareness among the research participants? Second, how are the teachers aware of the causes of the violation, and is there any distinction among the research participants? Third, are the teachers aware of solutions to the violation and is there any difference among the participants?
The findings are based on surveys and the analysis of literature. Previous studies investigated the concept and legislative definition of Teacher's Rights, the definition of the violation and of teacher's rights, and the classification of the violation of the teachers' rights, these violations were surveyed by the Korean Federation of Teachers' Association (KFTA) and the Ministry of Education. The surveys were based on the understanding of the actual violation of the teachers' rights and what improvements were made in the conditions. To do this, a questionnaire was used to gather data. The Hangeul SPSS21.0 statistical analysis was used to analyzed the results, where t-test, f-test, Chi=square.
The results are divided into 3 parts: the current state of affair of the violation of middle school teachers' right, the causes, and the solutions.
First, teachers have recognized the serious violation of teachers’ rights. Teachers have experienced violent behavior and verbal abuse from students in the classroom one to three times, on average with female teachers have experiencing. Most of these incidents occur when students do not follow the teachers’ instruction. They mostly happen at the beginning of the first semester, during the class and in the classroom.
Second, the improper behavior of students is the most common type of violation. In private school and the smaller area, improper behavior of the parents is more common. Female teachers and teachers in public school have experienced assault and verbal violence. Students tend not to conform to the direction of head teachers or teachers with more than 20 years experience.
Third, the general cause of violation of teachers’ rights comes from being socially undervalued. For male teachers and head teachers, the cause of violation of teachers’ right is their dissatisfaction with student guidance. The same cause exists in private schools.
Fourth, when violations happen teachers with less work experience or teachers on a contract basis tend to ask their colleagues for advice. The following that they should be asked for advice are School administrator, Protection committee for teacher’s right, the person directly involved. Female teachers tend to made legal demands for compensation and psychological consultation more than male teachers.
Fifth, teachers think that a social environment should be formed in order to protect the teachers' rights. It is more difficult for temporary contract teachers and private school teachers to cope with the violation because of their unstable status as teachers. Male teachers are considered more prepared in addressing violations. Teachers with less work experience are referred to establishments of professional ethics so that their education of humanism can be strengthened.
The conclusions are based on the above research.
First, teachers should develop their professional knowledge to protect their rights.
Second, teachers should recover the pride of teaching and have extensive knowledge about the guidance of students' life in school.
Third, when teacher’s rights are violated, teachers should deal directly with the person responsible for this violation.
Fourth, a responsibility compensation insurance system for teachers should be established.
Fifth, the educational environment is needs to improve by reducing: the number of students in each classroom, the numbers of classes assigned to teachers, and the amount administrative work.
This paper is locally limited to the Yangsan, Gyungsangnamdo area. It needs more comprehensive research from teachers all over the country to generalize the conclusion of the paper. What this paper emphasizes is that teachers’ rights should be supported in order to protect students’ human rights and their education, as well as supporting the teachers’ educational activities. The systematic preparation to protect and enhance the teachers' right is needed.
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