교육정책 변화에 따른 고등학교 상치교사 동향 분석: 2008-2013년을 중심으로

초록

Successful implementation of a policy aiming at raising the quality of school education requires teachers with appropriate qualification. Policy interventions at the school level more often than not increase out-of field teachers who are not qualified to teach and lower teaching quality, when teachers are not adequately supplied to meet the demands. This paper seek to investigate the realities of out-of-field teaching at high schools in Korea between 2008 and 2013. Using national database, we analyze the number and percentage of out-of-field teachers in five core subjects(Korean, English, math, science, and social studies), and identify the differences depending on the characteristics of teachers and schools. In-depth interviews with educational experts were supplemented to understand the reasons of the prevalence of out-of-fiend teaching among specific teachers and schools. The data analysis shows that the number of out-of-field teachers continued to rise to reach its peak in 2010, then decreased in 2013. According to the teaching subjects, more out-of-field teachers are detected in social studies, English, and Korean than math and science. In terms of the years of service, there are more out-of-field teachers among veteran teachers than teachers with less years of service. In addition, out-of-field teaching is more prevalent in private schools, schools located in remote and rural areas, and smaller schools. It means that the government policy intervention without an adequate supply of teachers can bring about reverse effects, despite their good intention. Based on the findings, policy recommendations to reduce out-of-field teachers are suggested.

키워드