학교급별 보건교사의 학교보건 실무역량과 전문직 태도

Abstract

목적 본 연구는 보건교사들의 학교급별에 따른 학교보건실무역량과 전문직 태도 수준을 파악하고, 두 변수간의 상관관계를 파악하여 향후 보건교사들의 학교보건실무역량을 함양할 수 있는 보건교사 연수프로그램 개발의 기초자료를 제공하고자 하였다. 방법 이를 위하여 경기도 소재 초⋅중⋅고 보건교사 전수 1,267명을 대상으로 일반적 특성, 학교보건실무역량, 전문직 태도를 자기 기입식 설문조사로 실시하였으며, 분석 방법은 SPSS / WIN 23.0을 사용하여 t-test, ANOVA, Scheffé test, Pearson Coefficient Correlation을 실시하였으며 통계적 유의수준은 0.05로 하였다. 결과 학교보건 실무역량은 초등학교가 147.59점, 중학교 148.17점, 고등학교 143.55점으로 나왔으며 통계적으로 유의하였다(F=6.35, p=.002). 학교보건 실무역량 중 가장 높다고 응답한 항목은 ‘성 문제 해결능력’이 가장 높았고(F=8.19, p<.001), 신체발달의 이해 17.64점(F=4.08, p=.017), 가족 기능의 이해 16.82점(F=3.62, p=.027), 학교보건 개념적 틀에 대한 이해 16.79점순으로 유의하게 나왔다(F=8.50, p<.001). 실무역량이 가장 낮은 항목은 ‘제도 활용 능력’이었다(F=4.26, p=.014). 전문직 태도는초등학교와 중학교가 고등학교보다 통계적으로 유의하게 높았으며(F=4.50, p=0.11), 가장 높았던 항목은 ‘전문직은 계속 교육이필요하다’였고, 가장 낮았던 항목은 ‘보상과 가치가 따르는 직업이다’였다. 학교보건실무역량과 전문직 태도 간에는 양의 상관관계가있었다(r=.42, p<.001). 본 연구와 같은 도구로 2002년에 측정한 연구 결과와 비교해 보면 보건교사의 학교보건실무역량은 높아졌으나 전문직 태도는 낮아진 것으로 나왔다. 결론 초⋅중⋅고 보건교사들의 학교급별 학교보건 실무역량 점수는 유의한 차이가 있었으므로 학교급별 맞춤형 보건교사 연수프로그램이 필요하며, 학교보건 실무역량에서 낮게 나왔던 ‘제도 활용’ 영역은 모든 학교급에 적용하여 통합적인 연수로 운영할 필요가있겠다.

Objectives This study aims to provide basic data for the development of a health teacher training program that can enhance the school health practice competency of health teachers in the future by identifying the level of school health teachers' practical competency and professional attitude, and identifying the correlation. Methods A self-administered questionnaire survey was conducted on general characteristics, school health practice competency, and professional attitude of 1,267 elementary, middle, and high school health teachers in Gyeonggi-do. The analysis method was t-test using SPSS / WIN 23.0, ANOVA, Scheffé test, and Pearson Coefficient Correlation were conducted, and the statistical significance level was set at 0.05. Results For school health practice competency, elementary school scored 147.59 points, middle school 148.17 points, and high school 143.55 points, which were statistically significant (F=6.35, p=.002). Among the school health practice competencies, the item that answered the highest was ‘gender problem solving ability’ (F=8.19, p<.001), understanding of physical development 17.64 points (F=4.08, p=.017), and family function. 16.82 points for understanding (F=3.62, p=.027), and 16.79 points for understanding the conceptual framework of school health came out significantly (F=8.50, p<.001). The item with the lowest practical competency was ‘ability to use systems’ (F=4.26, p=.014). Professional attitudes were also higher in elementary and middle schools than in high schools (F=4.50, p=0.11). The item with the highest professional attitude score was ‘professionals require continuing education’, with 3.94 points for elementary school, 3.92 points for middle school, and 3.86 points for high school (F=7.63, p=.001). There was a positive correlation between school health practice competency and professional attitude (r=.42, p<.001). Comparing the results of a study measured in 2002 with the same tool as this study, it was found that school health teachers' practical competency in school health increased, but their professional attitude decreased. Conclusions Based on the results of this study, There was a significant difference in the school health practical competency scores of elementary, middle and high school health teachers by school level, so a customized health teacher training program for each school level is needed. You may need to run it as a training course.