한국교원단체총연합회는 해방이후 한국교육의 역사와 발전을 같이하면서 많은 역할을 수행해 왔 으나, 객관적이고 실증적으로 교총의 역할을 분류하거나 분석한 연구는 거의 전무한 상태이다. 이에 본 연구는 교총이 제시한 최근 10여년간의 교육정책안을 노동직형, 전문직형, 학생교육강화형, 그리고 학교교육발전형 등 교원단체의 일반적 역할을 이용해 새롭게 구성한 분류도구로 분류하고 이것을 교 원노조의 합법화 이전과 이후로 구분해 교총의 역할을 객관적으로 살펴보았다. 그 결과 교원노조의 합 법화 이전과 이후 비교적 노동직형 역할에 충실해 온 것을 알 수 있었다. 그러나 교원노조의 합법화는 한국교원단체총연합회의 역할에 영향을 미쳐 그들이 전문직형, 학생교육강화형, 그리고 학교교육발 전형 역할에 더 많은 관심을 보이도록 만든 계기를 제공했음을 알 수 있었다.
This study reviews the roles of Korean Federations of Teachers' Associations (KFTA) by categorizing and analyzing their educational policy proposals from 1992 to 2003. New typology was created to categorize their proposals with four categories; industrial, professional, students' learning and development, and school education intensification oriented issues, which came from the classification of general roles of teacher organizations in education. Categorized educational policy proposals were interpreted on the educational bases. It was found that the KFTA has paid more attention to educational policy for teachers and played institutional actor in educational field over time. Most of their educational policy proposals have been related to industrial oriented issues in education. Second, the legalization of teacher union in Korea changed the KFTA's roles in education. In other words, the KFTA has started to pay more attention to professional, students' learning and developmental, and school education intensification roles since teacher unions were legalized. Third, there have been the differences between the roles of metropolitan Teachers' Associations including KFTA and those of provincial Teachers' Associations. Whereas metropolitan Teachers' Associations have paid more attention to industrial role, provincial Teachers' Associations have focused more on school education intensification role over time. With the analysis of categorized educational policy proposals presented by the KFTA, the study anticipates the future roles of the KFTA in education. The KFTA will continue to play a role as an institutional actor in education. The KFTA, however, will start to pay more attention to the rest roles except an institutional actor in order to compete with the Korean Teachers' Union. The entrance of legal teacher unions asks the KFTA to present appropriate proposals in order to adopt changing external situations in education
I. 연구목적 II. 연구대상과 범위 III. 분류ㆍ분석도구 개발 IV. 자료분류방법 V. 분류 및 분석결과 VI. 논의 참고문헌 ABSTRACT
