본 연구는 공립 유치원 방과후 과정 강사들의 직무 수행 상의 어려움을 알아보는데 그 목적이 있 다. B 광역시 소재 공립 유치원 방과후 과정 강사 4인을 참여자로 선정하고 심층면담법을 사용하였 다. 연구 결과, 공립 유치원 방과후 과정 강사들은 ‘근무 환경’, ‘담당업무’, ‘인간관계’, ‘보상체계 및 인정, 전문성 신장’, ‘무기 계약과 고용불안’에 많은 영향을 받고 어려움을 겪고 있는 것으로 나타났 다. 본 연구 결과는 방과후 과정 강사들의 직무 수행상의 어려움을 이해하고, 방과후 과정 강사와 관 련된 정책 및 제도 보완, 나아가 방과후 과정 교육의 질적 제고 및 내실화를 위한 기초 자료로 활용 될 수 있을 것이다.
The purpose of this study is to examine the job performance difficulties of after-school instructors in a public kindergarten. The subjects in this study were four after-school instructors at a public kindergarten in the city of B. With regards to methodology, in-depth interviews were conducted with them. The findings of this study can be summarized as follows. First, difficulties of the after-school instructors who worked at the public kindergartens were related with their working environments. Instructors seemed to be strongly influenced by the physical working conditions. Second, difficulties of the after-school instructors in the public kindergartens were heavily related with their duties, that is, accountabilities. Third, interpersonal relationships were one of the significant factors that forces them to feel stressful and difficult as well. Fourth, since the after-school instructors in public kindergartens were working under the public education system, they were under the huge influence of the national compensation system. Whether they recognized the pressure of the compensation system or not, it was a definitely crucial factor. Finally, difficulties of the after-school instructors in public kindergartens came from their job instability. Throughout the study, it was revealed that being conscious of the job-related difficulties of after-school instructors is needed for both instructors themselves and educational policy makers. This study can make a contribution to the improvement of relevant educational policy and system, and at the same time, the quality of after-school education itself.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구결과 및 해석 Ⅳ. 논의 및 결론
