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사회복지전공 학생의 실습만족도에 관한 연구

Title
사회복지전공 학생의 실습만족도에 관한 연구
Authors
강희자
Issue Date
2002
Department/Major
대학원 사회복지학과
Publisher
이화여자대학교 대학원 사회복지학과
Degree
Master
Advisors
노충래
Abstract
사회복지 교육의 모든 교과과정을 통합하는 실습의 중요성을 인식하여 전문 사회복지사를 지도하고 양성하는 학교와 기관은 상호 협조적인 관계 속에 효과적인 실습을 위한 노력을 기울여야 한다는 점이 강조되고 있다. 하지만 여전히 많은 문제점이 노출되어 있으며 체계적이고 합의된 실습지도가 이뤄지지 않고 있다. 실습은 학생들의 전문적인 성장과 발전에 필수적인 요소이며 사회복지 mind와 정체성을 확인하고 전공선택분야와 접할 수 있는 기회이므로 체계적으로 실습교육을 받고, 무엇보다도 만족하는 실습경험을 갖는 것은 중요하다. 그러므로 실습을 경험한 학생들은 구체적으로 실습에 대해 어느 정도 만족하고 있는지 학생의 실습에 대한 평가와 함께 실습생을 교육하고 지도하는 학교와 기관의 역할을 살펴보는 것이 필요하다 이에 본 연구는 사회복지전공 학생들의 실습만족도에 영향을 미치는 일반적 특성 즉, 실습생, 실습기관 및 기관실습수퍼바이저의 수퍼비전, 학교실습교수 및 실습세미나와 실습관련 요소들을 분석해 봄으로서 만족하고 효과적인 사회복지 실습을 위한 과제를 제시하는데 목적이 있다. 구체적인 연구질문은 첫째, 실습관련 요소들과 실습만족도에 대해 조사대상자들이 느끼는 만족도는 어느 정도인지 둘째, 실습관련 요소들과 실습만족도 간의 상관관계는 어떠한지 셋째, 조사대상자의 일반적 특성에 따라 실습만족도에 차이가 있는지 넷째, 다섯 가지 하위영역에 대한 실습만족도와 전체 실습만족도에 영향을 미치는 주요 요인이 있을 것인지를 확인하는 것이다. 이러한 연구를 위해, 사전조사를 거친 구조화된 설문지를 통해 서울소재 8개 학교의 순수 사회복지학과 사회복지전공 학부생과 대학원생 297명을 대상으로 조사되었으며, 수집된 자료는 SPSS 10.0 컴퓨터 프로그램을 통하여 분석했다. 연구 결과, 실습기관에 대한 만족도는 기관의 역할, 학생의 역할, 기관수퍼바이저의 수퍼비전 지도내용이, 학교실습세미나에 대한 만족도는 실습생의 학력, 수퍼바이저의 전공여부, 실습기관의 역할, 학교의 역할, 수퍼비전 지도내용이, 학교에 대한 만족도에 대해서는 수퍼바이저 실무경력, 학교의 역할이 그리고 기관수퍼바이저의 수퍼비전에 대한 만족도에는 수퍼바이저 전공여부와 수퍼바이저와 실습생 관계, 수퍼비전 지도내용이, 실습내용에 대한 만족도는 실습기관의 역할, 학생의 역할, 수퍼비전 지도내용으로 나타났다. 그리고 일반적 특성에 따라 실습만족도에 차이가 있었는데, 실습기관에 대한 만족도는 수퍼바이저의 전공여부, 기관수퍼바이저의 실무경력, 기관수퍼바이저의 수퍼비전 형식에 따라, 학교실습세미나에 대한 만족도는 실습생의 학력과 기관실습수퍼바이저의 전공여부, 사회복지관련과목 수강여부, 실습시기 또한 기관실습수퍼바이저의 학력과 학교실습수업 수강인원과 수업시기에 따라, 학교실습교수에 대한 만족도에는 사회복지관련과목 수강여부, 실습시기, 학교실습수업 수강인원과 수강시기에 따라 차이가 있는 것으로 나타났다. 그리고 기관수퍼바이저의 수퍼비전에 대한 만족도에는 실습생 성별, 기관수퍼바이저의 사회복지 전공여부, 학교실습수업 수강시기에 따라, 실습내용에 대한 만족도는 기관수퍼바이저의 사회복지 전공여부에 따라 차이가 있는 것으로 나타났다. 또한 전체 실습만족도는 실습관련 요소 중 학교의 역할, 학생의 역할, 기관 수퍼바이저의 수퍼비전 지도내용이 있었으며 일반적 특성 중에는 실습생 학력, 기관수퍼바이저의 전공여부로 나타났다. 결론적으로 학생이 만족하는 실습경험을 갖는 것은 무엇보다 중요하며, 실습기관의 역할 은 물론 학교의 역할 이 중요한 변인으로 실습만족도 에 영향을 미친다는 확인을 통해, 실습의 구성체계인 기관과 학교, 학생은 각각의 역할과 책임을 올바로 인식하고, 적극적인 참여와 협조 속에 효과적인 사회복지 실습교육을 위한 공동의 노력을 기울여야 한다. 따라서 본 연구는 다음과 같은 함의를 갖는다. 첫째, 선행연구에서 실습의 주요요소로서 전문적 역할, 학습적 가치, 기관과 학교의 연계, 기관의 임무, 슈퍼비전을 제시한 것에 이어 실습의 주요요소들을 좀 더 구체화하는데 기여했다. 둘째, 학교실습교수 및 실습세미나에 대한 만족도는 지금까지 선행연구에서 다루지 않았던 내용으로 본 연구에서 탐색적으로 학교측에 관련한 실습만족도에 대한 평가를 시도했다. 셋째, 일반적 특성 가운데 실습생의 학력 즉 학부생과 대학원생에 따라 실습만족도에 차이가 있음을 확인했다. 이는 곧 학교와 기관에서 두 집단간의 좀 더 차별화 된 실습교육 및 전문적 실습지도의 필요성을 부각시킨 연구라 할 수 있다. ; In Social Work Education, field practice as a learning experience enables to obtain a sufficient knowledge, effective and dynamic method in solving problems or assignment execution, while identifying social work mind, identification and examining ability, qualities as professional social worker. Above all, because Field practice is a necessary factors for growth and development of students, it is important to take satisfactory and successful field experience. student satisfaction with social work field practice is a condition for appropriate learning progress and in future course selection. The concrete question of the study are as follows. 1. How degree of perceived student s satisfaction is factors related to field practice and the satisfaction with field practice? 2. Is differences the degree of satisfaction with field practice on general characteristics of student, agency, field agency supervisor, school, school practice professor? 3. How is the correlation between factors related to field practice and the student s satisfaction with field practice? 4. What is the major factors affecting on five below student s satisfaction and overall satisfaction with field practice? Therefore, the purpose of this study was to serve as a basis for more systematic and agreed practice system in field agency, school and student mutually by examining the perceived degree of student s satisfaction with field practice and analyzing several factors affecting on satisfaction. For this purpose, the questionnaire was made of preliminary survey of 24 graduates(postgraduate students) through Reliability Analysis and modified and supplemented tools of past study. Eight schools were selected among undergraduate students and graduates in the Seoul city as the sample coverage of the study. All 310 students surveyed, 297 students who responsed sincerely to the questionnaire among the 310 were included in this study. And data collection was conducted from October 30 to November 12, 2002. The data analysis was conducted using statistical methods such as Chronbach s α of Reliability Analysis, Frequency, T-Test, One-way ANOVA, Pearson s Correlation and Multiple Linear Regression. The questionnaire contains questions such as general information regarding the background of student, agency, field agency supervisor, school, school practice professor and the degree of satisfaction of students with field agency, supervision of field instructor, field practice learning, school practice professor, field practice, supervisory conference, and factors connected with practice- the responsibility of agency, the responsibility of school, the responsibility of student, field agency supervisor-student relationship, the content of supervision- were selected for examination in relation to student satisfaction with field practice. The results of this study are as follows. 1. Student s perception(degree of perceived satisfaction) with factors related to field practice reported that all variables were more than 3.0(on 5-point scale) of levels nether very affirmative nor very negative(It means that the higher grade is the more affirmative perception). Field agency supervisor-student relationship was the highest levels, the responsibility of student, the content of supervision, the responsibility of agency reported orderly. The responsibility of school showed lower tendency than the responsibility of agency. Also, on the degree of satisfaction of student with field practice, field agency, field practice learning, supervision of field instructor, school practice professor, supervisory conference reported orderly. And overall satisfaction with field practice reported that school practice professor and supervisory conference related to school were lower than overall satisfaction with field practice. Besides, two group divided undergraduate student and graduate showed that all two group, school practice professor and supervisory conference were lower than overall satisfaction with field practice. Supervisory conference reported the lowest levels, specially, difference of mean of undergraduate student and graduate statistically was significant. Except supervisory conference variable, generally practice experience reported what to be satisfied comparatively. 2. The analysis of differences five below satisfaction with field practice on general characteristics of student, field agency, field agency supervisor, school, school practice professor showed statistically significant differences as follows. ① The satisfaction with field agency showed significant differences in terms of supervisor s major(major field of study), field experience and supervision form. ② The satisfaction with supervisory conference showed significant differences in terms of student grade(undergraduate student and graduate), study state related to social work, practicum term and supervisor s major and school grade, lesson number and lesson term of school s supervisory conference. ③ The satisfaction with school practicum professor showed significant differences in terms of study state related to social work, practicum term(term or vacation), lesson numbers and lesson term of school s supervisory conference. ④ The satisfaction with supervision of field instructor showed significant differences in terms of student gender, supervisor s major, lesson term of school s supervisory conference. ⑤ The satisfaction with field practice learning showed significant differences in terms of supervisor s major. 3. The results of Correlation Analysis between the student s satisfaction and factors related to field practice were as follows. Other variables except correlation of field agency supervisor-student relationship and the degree of satisfaction with school practice professor and supervisory conference were significant. The degree of satisfaction with field agency were positively and highly correlated with other variables except the responsibility of school, the degree of satisfaction with school practice professor and supervisory conference were little correlated with other variables except responsibility of school, and the degree of satisfaction with supervision of field instructor and field practice learning also were positively and highly correlated with other variables except the responsibility of school. 4. In order to examine and verify the major factors affecting on five below student s satisfaction and overall satisfaction with field practice, the results of Multiple Linear Regression analysis suggested that : ① The responsibility of agency, the responsibility of student, the content of supervision explained 63.7% of the satisfaction with field agency. ② Student s grade, supervisor s major, the responsibility of agency, the responsibility of school, the content of supervision explained 46.5% of the satisfaction with supervisory conference. ③ Supervisor s field experience, the responsibility of school explained of 38.1% the satisfaction with school practicum professor. ④ Supervisor s major, field agency supervisor-student relationship, the content of supervision explained 63.9% of the satisfaction with supervision of field instructor. ⑤ The responsibility of agency, the responsibility of student, the content of supervision explained 58.5% of the satisfaction with field practice learning. ⑥ The responsibility of school, the responsibility of student, the content of supervision, Student grade, supervisor s major explained 67.2% of overall satisfaction with field practice. Therefore significance(implications) of the study was as follow. 1. This study contributed to concretize factors related to field practice affecting on student s satisfaction with field practice. 2. This study searchingly tried to examine the degree of satisfaction with school practice professor and supervisory conference related to school, the content which didn t deal with past study up to now. 3. This study revealed difference between undergraduate student and graduate on satisfaction with field practice. The finding of this study suggested necessity of professional field practice instruction and distinctive education in the school and field agency.
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