교사의 비전문가적 행동에 대한 동료 교사의 경험과 인식

Teachers should learn, maintain, and develop professional knowledge and skills through constant effort as educational experts. In addition, they should continuously demonstrate their professional behavior and attitude. In Korea, guidelines for professional behavior are provided by education related laws or teachers’ associations. However, there are many abstract and comprehensive aspects in those contents. Consequently, there are some limitations in the current guidelines for teachers’ behavior and professional judgment in schools. The purpose of this study was to investigate and categorize the experiences and perceptions of secondary school teachers about their colleague’s unprofessional behavior. As a result of this study, the most frequent unprofessional behavior of fellow teachers reported by respondents was ‘irrelevant behavior in class’ (80.4%). More than 50% of respondents replied to most unprofessional behavior that they ‘should not be done’ but respondents were more tolerant about ‘irrelevant behavior in class’ (21.2%). Teachers’ unprofessional behavior was categorized into eight areas: ‘inflating student’s grade’, ‘inappropriate words and actions’, ‘copyright infringement’, ‘gossip about colleagues or students’, ‘negligence of the educational regulations’, ‘careless educational activities’ and ‘non-educative coercion’. Among these categories, respondents reported that they experienced ’careless educational activities’ most frequently and took ’inflating student’s grade’ most seriously. There were statistically significant differences in respondents’ experience of some unprofessional behavior depending on the type of schools – private or public. There were also statistically significant differences in respondents’ perception of some unprofessional behavior depending on their gender and career. Based on the results of this study, we proposed the following. First, teacher development about preventing unprofessional behavior and violating the code of conduct should be intensified. Second, a change in teachers’ perceptions and improvement in teaching a professional culture regarding students’ human rights is needed. Finally, professionalism in the curriculum for teachers should be developed for both teacher training and at the in-service stage.