본 연구는 최근 저·중경력 교사들의 교직 이탈 현상이 가속화되는 교직 내·외 사회·문화적 환경의 원인과 개선 방향을 Honneth의 인정이론에 기반해 분석하였다. 특히 법과 공동체, 사회 전체를 조망하는 단계인 권리와 연대에 초점을 두어 초등교사의 교직 이탈 현상을 인정과 무시로 분석하였다. 2023년 4월부터 7월까지 사례 연구 방법에 따라 연구 주제 및 문제에 관련이 있는 7명의 초등 교사를 눈덩이 표집 방법으로 모집하였다. 그리고 연구 수행 시기에 이미 교직을 떠난 3명을 추가로 인터뷰하고 참고 의견으로 활용하였다. 연구 결과는 다음과 같다. 첫째, 폐쇄적 의사소통 구조와 교사 단독 책임, 상후하박 구조의 호봉제와 업무량 및 업무부담 대비 적은 급여는 학교 구성원 간 동등한 주체로 인정받기 어렵게 하였다. 둘째, 개별적 특성의 무시, 무분별한 민원으로부터 보호받지 못함, 교직에 대한 부정적 인식은 교사로서 자부심을 느끼지 못하게 하였다. 셋째, 열린 의사소통 구조로의 법제적·문화적 개선, 무분별한 민원으로부터의 교사 보호, 업무량에 비례한 합당한 경제적 보상 제공 등은 현 교직 상황에 대한 해결 방안이 될 수 있다. 본 연구는 교사들이 교직 이탈을 고려하게 하는 인정, 무시 상황을 분석함으로써 학교를 포함한 사회 전체 차원의 상호 인정 및 연대의 중요성을 강조하였다. 그리고 신자유주의에 기반한 교육 서비스 기조에서 벗어나 교사들이 사회적으로 존중받으며 교사 전문성을 발휘할 수 있도록 하는 공교육 회복의 시작점을 제공하였다.
This study examines the causes and directions for improving the social and cultural environment both within and outside the teaching profession, focusing on the recent acceleration of attrition among low- to mid-career teachers. The analysis draws upon Honneth's recognition theory. In particular, it analyzed the phenomenon of elementary school teachers leaving the teaching profession, examining the aspects of recognition and disregard, with a focus on rights and solidarity. This stage also delves into the examination of the law, community, and society as a whole. From April to July 2023, seven elementary school teachers related to the research topic and problem were recruited using a snowball sampling method based on the case study method. Additionally, three teachers who had already left the teaching profession at the time of the research were interviewed and their opinions served as references. The findings of the study are as follows: first, a closed communication structure; second, sole teacher responsibility; third, a top-down hierarchy; and fourth, low salaries in relation to workloads. These factors made it difficult for school members to be recognized as equal actors. Secondly, the disregard for individual characteristics, the lack of protection from unreasonable complaints, and negative perceptions of the teaching profession prevented teachers from feeling proud to be teachers. Thirdly, possible solutions to the current teaching situation include legal and cultural improvements that facilitate open communication structures, protection against unreasonable complaints, and reasonable economic compensation corresponding to the amount of work. This study emphasizes the significance of mutual recognition and solidarity at all levels of society, including schools, by analyzing the situations that cause teachers to contemplate leaving the profession and being disregarded. It also serves as a foundation for the recovery of public education by shifting away from neoliberalism-based education services and enabling teachers to practice their profession with social respect.
This study examines the causes and directions for improving the social and cultural environment both within and outside the teaching profession, focusing on the recent acceleration of attrition among low- to mid-career teachers. The analysis draws upon Honneth's recognition theory. In particular, it analyzed the phenomenon of elementary school teachers leaving the teaching profession, examining the aspects of recognition and disregard, with a focus on rights and solidarity. This stage also delves into the examination of the law, community, and society as a whole. From April to July 2023, seven elementary school teachers related to the research topic and problem were recruited using a snowball sampling method based on the case study method. Additionally, three teachers who had already left the teaching profession at the time of the research were interviewed and their opinions served as references. The findings of the study are as follows: first, a closed communication structure; second, sole teacher responsibility; third, a top-down hierarchy; and fourth, low salaries in relation to workloads. These factors made it difficult for school members to be recognized as equal actors. Secondly, the disregard for individual characteristics, the lack of protection from unreasonable complaints, and negative perceptions of the teaching profession prevented teachers from feeling proud to be teachers. Thirdly, possible solutions to the current teaching situation include legal and cultural improvements that facilitate open communication structures, protection against unreasonable complaints, and reasonable economic compensation corresponding to the amount of work. This study emphasizes the significance of mutual recognition and solidarity at all levels of society, including schools, by analyzing the situations that cause teachers to contemplate leaving the profession and being disregarded. It also serves as a foundation for the recovery of public education by shifting away from neoliberalism-based education services and enabling teachers to practice their profession with social respect.