兒童의 敎師에 대한 知覺이 自我槪念 및 學業成就에 미치는 영향

Abstract

This study was to investigate the relationship between pupils's perceptions of their teacher's feeling toward them and their self-concepts and school achievement which are supposed to be created by human relation between a teacher and his pupils. For the purpose of investigation, the following questions were raised: 1. What perception do pupils have of their teacher-pupil's human relation? 2. What correlation is there between teacher-pupil relations and pupils' school achievement? 3. What is the correlation between teacher-pupil relations and school achievement, and self-concept? 4. What correlation exists between self-concept and school achievement? The investigation of the subjects was made by questionaire. A total of 405 pupils in each two combined-grade informal class-rooms of two public schools participated in the study. One public school is located in Kangdong-Ku and the other one in Kangnam-Ku. Teacher-student Human-Relationship Score, Self-Concep questionaire and School achievement were used for survey. The first two were originally developed and revalidated by Korean Institute for Research in Behavioral Sciences. The analysis of collected data, except for school records, was processed by raw score and the resultants were examined, according to the characteristics of data r items of survey. by M, SD, t, and 2. The findings are as follows: 1. Teacher-pupil human relationship of which pupils perceived were analyzed under 6 dimensions; in the level of contact, teacher and pupils showed equal interests, perceiving them selves being equally treated; pupils look upon their teacher as nearly authoritative when th takes formal attitude; and they suppose positively that their teacher praises for, or encourages them in what they performed of accomplished. 2. Correlation between teacher-pupil human relationship and academic self-concept showed, on the whole, a low scale, yet correlation between diffusion and specificity showed a significant correlationship (p<.001). 3. Correlation between teacher-pupils' human relationship and pupils' school achievement also showed that the more positive teacher-pupils human relationship pupils have, the better grades they make and vise versa. Sub-variables were analyzed into variables the consequences are as follows: There was some relation between universalistic and parti-culastic(p<.05)and the same relation was between acceptance and rejection. There was also some relation between recognition and negation(P<.01), and the relation between one way and mutual was significant(p<.05). Among 6 variables, only 4 variables showed low positive correlation. 4. Correlation between self-concept and school achievement showed a very significant variance(p<.001). It appeared that clever pupils have higher self-concepts and dull ones have lower self-concepts.;本 硏究는 敎師-兒童 關係에 따른 兒童의 敎師에 대한 지각과 自我槪念 및 學業成就와의 關係를 알아보기 위한 것이다. 이에 구체적으로 究明할 문제는 다음과 같다. 1. 兒童이 지각한 敎師-兒童 關係는 어떠한가? 2. 敎師-兒童 關係와 兒童의 自我槪念과는 어떠한 관계가 있는가? 3. 敎師-兒童 關係와 學業成就와는 어떠한 관계가 있는가? 4. 兒童의 自我槪念과 學業成就와는 어떠한 관계가 있는가? 以上의 연구문제들을 점증하기 위한 연구 대상은 강동구 소재 국민학교 1개교 4,6학년 2개 학급씩, 4,6학년 2개 학급씩, 강남구 소재 국민교 1개교 4,6학년 2개학급씩 총 405명에게 질문지 조사를 실시하였다. 測定道具로는 韓國行動科學硏究所에서 제작한 교사-학생 人間關係尺度와 能力에 대한 自我槪念검사 및 學業成績이었다. 수집된 자료의 分析은 學業成績을 除外하고는 原點數로 처리되었으며 연구문제의 성격과 자료의. 특성에 따라 M, SD, t 및 x^(2)등의 통계치를 산출하여 검증하였다. 연구의 결과를 보면 다음과 같다. 1 . 兒童이 知覺한 敎師-兒童 關係는 6가지 차원에서 分析되어 상호접촉과정에서는 同等한 關心을 나타내고 平等한 처우를 하는 것으로 知覺한다. 兒童이 수행한 과업이나 실적을 긍정적으로 격려 칭찬해주며 認定-否定의 關係에서는 能力을 인정해주는 관계로 나타났다. ( P〈.001 ) 敎師-兒童 關係에서는 4학년 아동이 6학년 아동보다 높은 반응을 보이고 있으며, 男女別로 보면 女子兒童이男子兒童보다 긍정적이었다. 2 . 敎師-兒童 關係와 아동의 自我槪念과의 關係에서는 全體的으로 낮은 相關을 보이나 확산적 관계에서는 유의한 차를 보이고 있다.( P〈.001 ) 3 .敎師-兒童 關係와 學業成就와의 관계를 보면 敎師-兒童 關係가 긍정적일수록 成績이 높으며 敎師-兒童 關係가 부정적일수록 成績이 낮다. 下位變因別로 分析된 결과를 보면 普通-特殊에서는 P 〈 .05 受容-拒否에서는 P 〈 .05 認定-否定에서는 P 〈 .01 一方-兩方에서는 P 〈 .05 로 6가지 變因중에서 4가지 變因에서 正的相關을 보이고 있다. 4 . 學習에 대한 自我槪念과 學業成就와의 관계를 보면 有意한 差 ( P 〈 .001)를 보였으며 自我槪念이 높은 兒童이 成績이 높고, 自我槪念이 낮은 兒童이 成績이 낮은 것으로 나타났다.