Earticle

본 연구는 양성평등교육에 참여한 기혼여성의 성역할 인지가 어떻게 변화되었는가를 고찰하고자 하였다. 연구방법은 질적 연구 방법을 사용하여 6명의 연구대상자를 관찰하고 심층면담을 하였다. 연구 참여자는 경기도 G시에 소재하는 한국여성의전화연합 G지부에서 주관하는 양성평등교육에 참여하고 있고 남편과 자녀, 시부모가 있는 기혼여성 중에서 선정하였다. 연구 결과 첫째, 양성평등교육에 참여하기 이전의 학습자들은 고정관념을 내면화하고 이로 인한 부정적인 감정을 지닌 채 전통적인 성역할을 인지하고 있었다. 둘째, 양성평등교육을 받은 후 학습자들은 고정관념에서 탈피하고 자신과 사회를 보는 새로운 시각의 변화를 경험하는 것으로 나타났다. 이를 통해 학습자들의 삶에 대한 관점의 전환이 이루어진다. 셋째, 학습자들은 자존감이 향상되고 긍정적으로 심리가 변화하며 가족내에서 수행하는 역할이 달라졌다. 그리고 이를 통한 성장과 발전을 경험하였다. 넷째, 학습자들의 변화는 다른 가족구성원들에게도 영향을 미치는 것으로 나타났다. 아이와 남편, 시댁 식구들까지 학습자로 인하여 변화하였다.

This study aims at investigating how married Korean women's recognition of gender roles have changed. The methodology of this research involved in-depth interview and observation. This research had been executed with the participants in a gender equality education of Korea Women's Hotline's G branch in Gyunggi province. The 6 participants were selected with the criteria that they be married women who have husbands, children, and parents-in-law. The results were as follows. Firstly, the learners had traditional recognition on gender roles before they participated in the gender equality education; they had internalized the traditional gender roles and had negative feelings on themselves. Secondly, the learners who had learned in the gender equality education escaped from the traditional gender roles and experienced changes in their viewpoints about themselves and society. Through this kind of program, the learners were able to change their viewpoints about them. Thirdly, the learners could grow in their self-esteems and changed their negative feelings about themselves into positive ones and experienced growth and development in their roles in their own family. Lastly, the changes of learners had effects on the other family members. Their children, husbands and parents-in-law also showed aspects of change according to the learner's changed attitudes about gender roles in the family.

본 연구는 수도권에 거주하는 65세 이상의 문해교육에 참여하고 있는 노인 여성 10인을 대상으로 그들의 생애사건이 문해교육 참여에 어떻게 영향을 미치는가를 고찰하였다. 비문해 노인여성들이 생애사건을 통하여 어떤 부정적인 경험들을 하는지, 경험의 대응 전략은 무엇인지, 그리고 전략에 영향을 주는 요인들은 어떻게 상호작용하는지를 질적 연구방법을 사용하여 밝혔다. 연구 결과는 다음과 같았다. 첫째, 본 연구 참여자들의 문해교육 기회상실은 비문해로 인한 부정적인 경험의 인과요인으로 작용하였다. 둘째, 비문해 노인여성들의 비문해는 개인적 차원이 아닌 사회구조적 차원에서 기인하였음에도 불구하고, 스스로 비문해자 임을 수치스럽게 생각하고 숨기고 싶어 하는 경향을 보였다. 이들의 문해교육에 대한 요구는 이러한 경험들에 기인한 것이었다. 셋째, 비문해로 인한 부정적인 경험들에 대한 반응으로 비문해 탈피에 대한 전략을 구사하게 되었다. 이 전략은 맥락요인으로 작용하는 비문해 탈피 욕구와 생활의 안정, 주위의 권유, 가족의 지원 등과 같은 촉매요인에 영향을 받았다. 넷째, 연구 참여자들은 비문해 탈피 전략으로 스스로 한글을 터득하거나 가족에게 도움을 요청하거나 문해교육기관(교회, 사설학원, 복지관, 적십자 회관)을 찾는 경우도 있었다. 그러나 스스로 한글을 터득하고, 가족의 도움은 한계가 있었으므로 문해교육 기관에 참여하게 되었다.

This study explored the women with 65 years and older who are attending literacy education about how their life events affected their participation. Through the study, the researcher investigated: what negative things they experienced; what confrontation strategy was and how the strategic factors interacted. Why the illiterate aged women participation on literacy education was investigated based on the study of grounded theories as a qualitative method. The data of the study was collected through observation and interview by researcher’s participation in the literacy educational classes as an instructor. An unstructured and in-depth interview was developed and conducted based on 10 suitable subjects for each interviewee and 10 group interviews by one or two times. The data was constructed through open coding following the axial steps putting forward in the grounded theory developed by Corbin and Strauss (1990). The findings were categorized into 66 concepts, 9 sub-categories and 3 categories, based on which the grounded theory model was composed to explain the participation process in literacy education by older illiterate women. This study yielded the following findings: First, the deprivation of literate educational opportunity acted as the cause of negative experiences of illiterate aged women. Due to social events, such as Japanese colonization and Korean War, the aged women’s schooling period was in an economically poor condition. On the other hand, caused by social discrimination and negative prejudice towards female, most females were excluded from school education. After getting married, they had to meet social-expected roles to support their family, participate in economic activities and fall into a supportive being. As a result they lost the opportunity of literacy education. Secondly, despite the ascription from a social structural level, not an individual level, they tended to feel shame and try to conceal their illiteracy. They regarded themselves as inferior to their educated peers by the deprivation of their youth age ‘exploring their selves’. As a result, they went through loneliness, alienation, frustration, sense of damage, restlessness, depression, self disrespect, and diffidence to the family and the world every time they face with many events. Their desire for literacy education was deemed to be due to these experiences. Thirdly, the illiteracy deprivation strategy was formed as a response to the negative experiences by illiteracy. This strategy was impacted by catalytic factors like a desire to be free oneself from illiteracy, life stability, others' recommendation and family support. The aged women who lost the chance of learning during their schooling period showed their inborn learning desire, so-called satisfaction of curiosity and desire for their knowledge. The desire to learn and economic stability acted together as factors to stimulate and facilitate the participation in literacy education. Lastly, the research participants mastered Hangeul for themselves, asked for help from their family, and participated in literacy educational institutions (such as church, private institutes, welfare facilities and red-cross facilities) as an illiteracy deprivation strategy. They met various limitations to master Hangeul or get rid of illiteracy with their family assistance, so they participated in literacy educational institutions.

본 연구는 지방의회의 입법 기능이 원활히 수행토록 지방의회 공무원을 대상으로 실시되고 있는 의정활동 지원을 위한 교육훈련 만족도를 분석하는데 그 목적이 있다. 이 목적을 위한 연구문제로는 첫째, 교육훈련 만족도가 지방의회 공무원의 사회경제적 특성과 어떤 관계를 갖고 있는가? 둘째, 교육훈련이 전반적인 만족도와 교수자, 교육방법, 교육내용, 교육 시설 및 환경, 담당직원 서비스 등의 만족도가 어떤 관계를 갖고 있는가? 등이었다. 연구방법으로는 교육훈련 만족도와 만족도 내용접근에 관한 문헌연구와 2007년과 2008년 의정활동 지원 교육훈련을 받은 공무원을 대상으로 설문지 조사 방법을 병행하였다. 500부의 설문지를 배포하여 236부(47.2%)를 회수하였고, 회수된 설문지는 빈도분석, t-test, 분산분석, LSD다중범위분석, 상관관계분석, 다중회귀분석 등으로 분석하였다. 연구결과에 따르면 지방의회 공무원의 교육훈련 만족도는 보통 이상으로 나타났고, 성별과 소속별에 따라 교육훈련 만족도에 차이가 나타났다. 만족도와 내용변인들 간에는 상관관계가 있었으며, 교육훈련 전반적 만족도에 교수자, 교육방법, 교육 시설 및 환경, 담당직원의 서비스 등의 변인이 영향력을 미치고 있었고, 회귀분석 결과 이들의 설명력은 약 44%였다.

This research aimed at investigation of the response to satisfaction of public servants in Local Councils felt with Education and Training which support legislative activities. In this research, satisfactions of the trainer, training method, content, facility and environment, service of the assistant were targets of analysis as they were factors influencing the response to satisfactions of public servants felt with Education and Training. As the research method questionnaire was used. The total number of 236 public servants in Local Councils responded to questionnaire. In order to analyze the response to satisfaction in this study, the data was analyzed by frequency analysis, t-test, ANOVA, LSD test, correlation analysis, multi-regression analysis. Main results of the study were as followings. First of all, according to the result of the analysis, public servants in Local Councils felt satisfaction beyond average level about education and training. Secondly, there were significant difference in response to satisfaction that public servants in Local Councils felt according to a gender and a branch. This result implied that it was more rational to execute Education and Training concerning the branch. Thirdly, the correlation of response to satisfaction variables were significant. as a result of regression analysis of all contents variables were significant exclusive education content variable. The satisfaction variables of education content among all of contents variables were not efficient of generally satisfaction. Because the educational content of legislative activities was very professional and the educational content of legislative activities could not be compared with other educational content. Conclusionally, the response to satisfaction and efficiency of the education and training should be improved by raising satisfaction of contents variables.

본 연구는 NLP 자기성장 프로그램이 기업체 성인학습자의 자기성장을 조력한 결과로서 자기존중감 고양에 효과적인가를 검증하고자 하였다. 이러한 연구목적을 달성하기 위하여 국내 기업체 중 14개 기업체의 종사자 616명을 대상으로 실험연구 하였으며 3개월 동안 20차수의 실험으로 진행하였다. 실험연구는 통제된 실험설계인 사전 사후 통제집단 설계로 실시하였다. 실험은 실험집단과 비교집단 통제집단의 세 집단으로 나누었으며, 실험집단에는 NLP 자기성장 프로그램을, 비교집단에는 일반 자기성장 프로그램을 처치하였다. 그리고 통제집단은 처치하지 않았다. 독립변인은 NLP 자기성장 프로그램과 일반 자기성장 프로그램이며 자기존중감 측정치를 종속변인으로 실험하였다. 통제집단과 동질성을 확보하기 위하여 F값을 활용하였으며 실험의 내적 타당도를 위하여 계통추출법(Systematic sampling)울 사용하여 처음 1개 집단은 실험집단에 배정하고 이후 비교집단-실험집단 순으로 순차적 간격으로 배정하였다. 각 실험 단위의 일정은 8시간, 16시간으로 내적 타당도를 저해하는 역사적 요인과 성장요인은 배제하였다. 각 개인 혹은 실험집단의 효과성 검증은 자기존중감의 사전-사후 점수의 차이를 통하여 분석하였다. 또한 추후검사를 통하여 개인의 자기존중감 효과의 지속성을 분석하였다. 연구결과 일반 자기성장 프로그램과 NLP 자기성장 프로그램은 모두 자기존중감 향상에 효과가 있다고 나타났으며 NLP 자기성장 프로그램은 일반 자기성장 프로그램보다 더 효과적이었다. 또한 학습자 개인의 특성 중 성별(남자), 학력(고학력), DISC 행동유형 중 I유형이 사전 자기존중감에 영향을 미치는 것으로 나타났다. 즉 남자와 I형이 그리고 고학력일수록 자기존중감이 높았다. 교육시간에 따른 교육효과는 NLP를 처치한 실험집단은 프로그램의 전반부에 해당하는 8시간의 처치보다 프로그램 전체일정에 해당하는 16시간을 처치한 프로그램이 더 효과적이었으나 NLP를 처치하지 않은 비교집단은 8시간과 16시간의 차이가 나타나지 않았다. 또한 2개월 후의 추후검사 결과 교육 효과는 지속적으로 나타났다. 결론적으로 NLP 자기성장 프로그램은 개인의 자기존중감 고양에 효과적이었으며, NLP 기법은 성인학습자의 관점전환 학습에 효과적임을 확인하였다.

The purpose of this study was to examine the effects of NLP self grow programs in corporation targeting to adults on enhancing their self-esteem, as a result of applying the program after developing it. For this purpose, the study established a theoretical model of the self growth program through reviewing literatures on NLP models and techniques, self growth group counseling programs and self-esteem, and then tested the model by experiments. The researcher had conducted experiments for employees (N=616) in 14 domestic enterprises 20 times for 12 weeks. Pretest-posttest control group design was employed. The results of the study are as the following. First, it was identified that 'general self growth programs' have a positive effect on enhancing levels of the self-esteem of learners in most groups. On the other hand, it was identified that 'NLP self growth programs' have a positive effect in all the groups. In addition, it was proved that 'NLP self growth programs' rather than 'general self growth programs' are more effective. Second, as a result of pretest, learners' general characteristics (gender (male), educational attainment (high) and DISC types (I-type)) have an independent effect on pre self-esteem. In the other words, the more male, I-type and educational attainment, the more self-esteem showed. Meanwhile in posttest, it was revealed that correlation coefficients between self esteem and learners' general characteristics become even lowered. Therefore, it was re-identified that the self growth program is a variable which is the most important and highly effective in enhancing self-esteem. Third, in terms of educational effects according to class hours, there were differences between an experimental group with NLP and a control group without NLP. That is, for the experimental group with NLP, the 16 hour-program (the whole program) rather than the 8-hour program (the first-half of the program) was more effective, while there was no difference between the 8-hour program and the 16-hour program in the control group. and the effects of the education had lasted for a certain period of time. This proved that self-esteem which had been formed as a result of positively changed concepts of self had lasted for relatively 2 month periods. In conclusion, self growth programs are effective in enhancing individuals' self-esteem, and NLP techniques are effective in transforming adult learners' perspectives.