교육복지 프로그램 이용이 중학생의 학교적응에 미치는 영향

Abstract

This study is a positive one examining the influence that education welfare program has on middle school students' adaption to school. It is focused on analyzing the influence that the program for the support project in education welfare priority zone launched by school from 2003 and satisfactory use of the program by students have on middles school students' adaptation to school and finding the influence that education welfare program has individually by controlling the relevant variables of population sociology. Influence on subordinate factors for school adaptation was also examined. Such an analysis is focused on finding results of influence on education welfare program and practical ways to carry it out. Nine middle schools launching support projects for education welfare priority zone in Gwang-ju Metropolitan City were selected as subjects of study and the questionnaire was made with the help of community education specialists. Subjects were supplement security recipients among 8th & 9th graders provided with education welfare service and students of second best class selected by their schools. Survey period is from September 29 to October 15 with 421 questionnaires returned from 450 copies. 43 out of 421 returned questionnaires which were poorly-filled ones or the ones with same answers and indirect recipients for the program were excluded and 378 questionnaires were used for the analysis in the end. Primary results are as follows; First, difference in school adaptation according to population sociology is statistically meaningful in terms of grades and self-respect for self-esteem. This implies that in the leading study, students with the higher academic achievement and self-respect for self-esteem can better adapt to school. Second, influence of frequency in using the program on adaptation to school is that the average number of programs used by students over 1 year was 7.5 with 57 students using 1 to 4 accounting for 15.1%, 177 students using 5 to 8 accounting for 46.8% and 144 students using 9 to 13 accounting for 38.1% and difference among groups was statistically meaningful when F was 7.821, p< .001. It means that the more programs students use, the better they can adapt to school. Third, influence of satisfactory use of the program on adaption to school among 13 programs was statistically meaningful except 'various camp activities', 'support for training activities and field trip expenses'. It shows that one-time program and the program supporting only the expense were highly satisfactory but they didn't influence on adaptation to school. Fourth, after studying the influence that the frequency of programs and satisfactory use of programs has on subordinate factors for adaptation to school, they were meaningful in subordinate factors for adaptation to school in each program. In particular, 9 programs out of 13 showed that they were meaningful in adaptation to school in terms of relationship with teachers, 2 programs in terms of school life and 1 program in terms of school study. Fifth, 247 respondents accounting for 65.3% rated the aid of community education specialists for school life as 3.65, which implies they are very helpful to students. Based upon these results, following can be induced. Theoretically, first, this study focused on studying the influence that education welfare program has on middle school students' adaptation to school and proved the effectiveness of program shown by the fact that the more often they use the program, the more satisfied they are and the better they adapt to school. Second, the relationship with teachers is being improved in a positive way through the program and community education specialists are very helpful to students in adapting to school. Third, satisfaction of the program influences on adaptation to school and in case of one-time program, students were very satisfied but it was not so influential on adaptation to school. Practically, first, quantitative growth of program is important at school launching education welfare project, but program of good quality should be developed and provided to increase satisfaction. Second, in order to let students from low-income families participate in various programs, they should feel free to participate in the programs that meet their desire and need through counselling. Students should also feel interested in participate in the program. Third, self respect for self-esteem has a significant influence on adaptation to school and satisfaction of students from low-income family at school can be enhanced with better adaptation to school with the development of program. Politically, first, long-term & short-term evaluations are required to prove the effectiveness of program. Second, projects should be proceeded in a stable position by examining the status and role of community education specialists. Third, many teachers should be provided with appropriate incentives so that they can participate in education welfare projects. Fourth, legislative efforts are needed to stabilize the plan so that education welfare projects can help overcome educational inequalities among regions, classes, etc.