「학교폭력예방및대책에관한법률」제·개정에 따른 교원의 교육 재량 인식에 관한 연구 (A Study On The Perception of the Teacher About Educational Discretion by Enactment and Amendment of the「ACT ON THE PREVENTION OF AND COUNTERMEASURES AGAINST VIOLENCE IN SCHOOLS」)

서지정보

· 발행기관 : 대한교육법학회
· 수록지 정보 : 교육법학연구 / 35권 / 2호 / 1 ~ 30페이지
· 저자명 : 고연재

초록

전국민적으로 학교폭력 문제의 심각성을 인지하고, 학교폭력 사안 처리 과정 및 결과에 대해 민감하게 반응함에 따라 2004년 제정된「학교폭력예방및대책에관한법률」이 총 28차례 개정되었다. 그러나 일선 현장에서 일차적으로 학교폭력 업무를 수행해야 하는 교원은 학교폭력 관련 정책 수립에 공식적인 참여자가 아니기 때문에 교육 현장과 교원의 입장이 반영되기 어렵다. 이에 본 연구는 「학교폭력예방및대책에관한법률」 제·개정 및 시행에 따라, 일선 관료인 교원의 입장에서 교육 재량에 어떤 영향을 미쳤다고 느끼는지 교원들의 인식을 알아보고자 하였다. ‘교육 재량’을 6가지 구성 요소로 정의하여, 해당 요소에 영향을 미칠 것으로 예상되는 「학교폭력예방및대책에관한법률」제정과 5개의 개정안 내용에 따른 서베이 설문 조사를 실시하여 리커트 5점 척도로 나타내었다. 또한 설문 결과를 바탕으로, 학교폭력 사안 및 업무 처리 경험이 있는 교원들을 대상으로 FGI(집단 심층 면접)을 진행하였다.
연구 결과, 교육 재량 6요소에서 모두 부정적인(-) 영향을 받은 것으로 나타났다. 한편 교원들은 학교폭력 관련 지침이 교육 현장을 잘 반영하지 못하며, 업무 수행의 부담이 늘고, 업무 수행의 자율성과 효율성은 낮아졌다고 보았다. 또한 학교폭력 사안 및 업무에서 교원들에게 가장 어려운 것은 해당 사안 당사자인 학생과 학부모에 대한 ‘민원 응대’였다.
본 논문은 학교폭력 사안 및 업무를 처리하는 과정에서 교육 분야 일선 관료인 교원들의 교육 재량이 얼마나 위축되었는지 그 경향성을 확인한 것에 의의가 있다. 교원들의 교육 재량은 학교폭력 문제 포함하여 교육활동 전반에 있어서 상당한 영향력을 미친다. 「학교폭력예방및대책에관한법률」의 제정 취지에 맞게 학교폭력 문제에 대한 실효적인 대책을 마련하기 위해서는 교원들에게 의무와 책임만을 강제하기보다는, 그에 상응하는 재량을 보장해줘야 하고, 국가 차원에서 학교폭력 해결의 교육적 가치를 찾고 체계적인 시스템 구축이 필요하다.

영어초록

Our society is currently aware of the seriousness of the problem of school violence nationwide, and is sensitively responding to the process and results of handling the school violence case. Accordingly, policymakers have also suggested several alternatives to prevent and respond to the issue of school violence.
The 「ACT ON THE PREVENTION OF AND COUNTERMEASURES AGAINST VIOLENCE IN SCHOOLS」 was enacted in 2004 and has been revised 28 times, including some amendments to other laws, by 2023, when this paper was written. However, it is difficult to reflect the educational field and the teacher's point of view, because teachers who are primarily responsible for doing school violence tasks are not official participants in establishing policies related to school violence.
Therefore, the aim of this paper is to investigate teachers' perception on how the enactment, revision and enforcement of the 「ACT ON THE PREVENTION OF AND COUNTERMEASURES AGAINST VIOLENCE IN SCHOOLS」 affected teachers' educational discretion.
First, with respect to educational discretion, 6 components were selected based on previous studies on the discretion of teachers and the discretion of ‘street-level bureaucrats’. Accordingly, among the 23 amendments to the 「ACT ON THE PREVENTION OF AND COUNTERMEASURES AGAINST VIOLENCE IN SCHOOLS」, the revision contents expected to affect the components of educational discretion were selected. A survey was conducted, based on the contents of enactment and 5 revisions of 「ACT ON THE PREVENTION OF AND COUNTERMEASURES AGAINST VIOLENCE IN SCHOOLS」. For each of the six elements constituting educational discretion, the survey participants who are teachers expressed on the Likert 5-point scale how much teachers felt restricted each enactment or revision of the 「ACT ON THE PREVENTION OF AND COUNTERMEASURES AGAINST VIOLENCE IN SCHOOLS」. In addition, based on the results of the survey, FGI (in-depth group interview) was conducted for teachers with experience in handling school violence cases and tasks.
As a result of the study, it was found that in accordance with the main contents of the enactment and revision of the 「ACT ON THE PREVENTION OF AND COUNTERMEASURES AGAINST VIOLENCE IN SCHOOLS」, all the factors were negatively affected, ‘Professionalism in Work’, ‘Independence from Laws’, ‘Independence from External Organizations’, ‘Responding to Complaints related to the case’, ‘Autonomy of Educational Activities’. Among them, the participants responded the relatively lowest restriction is introduction of the principal's own termination system in the minor cases.
Meanwhile, teachers saw that school violence-related guidelines did not reflect the workplace well, increased the burden of tasks, and lowered the autonomy and efficiency of work. In addition, the most difficult thing for teachers in handling school violence cases and tasks was ‘Responding to Complaints’ from students and parents who are involved in the case.
This thesis is meaningful in that it showed the tendency of teachers, who are ‘street-level bureaucrats’ in the field of education, to reduce their educational discretion in the process of handling school violence cases and tasks according to the 「ACT ON THE PREVENTION OF AND COUNTERMEASURES AGAINST VIOLENCE IN SCHOOLS」.
Teachers' educational discretion has a significant influence on the overall educational activities, including the issue of school violence. In accordance with the purpose of enacting the 「ACT ON THE PREVENTION OF AND COUNTERMEASURES AGAINST VIOLENCE IN SCHOOLS」, in order to prevent school violence and to prepare effective countermeasures against school violence, teachers should not be forced only to have duties and responsibilities. Corresponding discretion should be guaranteed, and a systematic system should be established to find educational value in the issue of school violence at the national level.

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