유치원 교원의 징계와 법적 구제에 관한 인식 연구

This study examines how well kindergarten teachers recognize the teacher’s disciplinary action and the remedy for disciplinary action. It further characterizes their recognition by comparing the difference in the degree of their recognition based on their work experience, academic backgrounds, and establishment type of kindergarten. Through the study, it aims to provide ways to guarantee kindergarten teachers’ status in their institution. The study was based on 240 kindergarten teachers who work in the Busan and Kyung Nam area. The study found the three following points. First, kindergarten teachers’ recognition on the teacher’s disciplinary action and the remedy for disciplinary action is actually slightly higher than the average. Kindergarten teachers are highly aware that breach of duty can be a cause for disciplinary action. However, they do not fully recognize specific disciplinary type, disciplinary requirement, disciplinary procedure, and disciplinary prescription. Also, the kindergarten teachers’ recognition on disciplinary procedure is relatively low as well. Secondly, kindergarten teachers with four to six years of work experience do not recognize the disciplinary action and the remedy of the disciplinary action as well as others. Meanwhile ones with eleven or more years of work experience recognize the most among all. Third, the recognition of the disciplinary action and the remedy of the disciplinary action is relatively high for teachers with higher academic backgrounds. Lastly, teachers who work at national or public kindergartens are more aware of the disciplinary action and the remedy of the disciplinary action than teachers who work at private kindergartens.