표제지

목차

Abstract 8

I. 이야기하고자 하는 이유는? 12

1. 연구자인 나는 어떤 삶을 살아왔고 살고 있는가? 12

2. 연구의 필요성 및 목적 19

3. 연구 퍼즐 23

II. 이야기의 배경 24

1. 공립유치원의 이해 24

가. 공립유치원 설립배경 및 현황 24

나. 공립유치원의 조직구조에 따른 교직 문화 26

2. 감정노동 29

가. 감정노동의 개념 29

나. 감정노동의 구성요소 31

다. 교사의 감정노동 33

라. 유치원 교사의 감정노동에 관한 선행연구 35

3. 내러티브 탐구 39

가. 내러티브 탐구의 개념 39

나. 내러티브의 특성 42

다. 내러티브 탐구과정의 특성 43

III. 연구방법 45

1. 내러티브 탐구의 수행과정 45

가. 현장으로 들어가기(Being in the Field) 46

나. 현장에서 현장 텍스트로(From Field to Field Text) 53

다. 현장 텍스트(field texts) 구성하기 56

라. 현장 텍스트에서 연구텍스트로 57

마. 연구텍스트 작성하기 58

2. 연구 참여자를 위한 윤리적 고려 60

3. 연구의 적합성과 신뢰성 60

IV. 공립유치원 교사들의 내러티브 63

1. 한감정 교사의 이야기 63

가. 유아를 매개로 발생하는 교사 대 학부모의 갈등 63

나. 교사역할 수행으로 인한 감정노동 70

다. 유치원 생활 속에 교사를 힘들게 하는 유아 74

라. 생각이 다른 동료 교사 77

마. 교사를 무시하는 권위주의 관리자 79

바. 감정노동이 교사에게 미치는 영향 80

사. 긍정적 감정표현을 위한 노력과 대안 84

2. 정감정 교사의 이야기 96

가. 유아를 매개로 교사 대 학부모의 끝없는 갈등 96

나. 초등학교 돌봄에서 발생한 감정노동 100

다. 학교의 평안을 우선하는 관리자 106

라. 동료 교사로 인한 감정노동 110

마. 감정노동이 교사에게 미치는 영향 112

바. 긍정적 감정표현을 위한 노력과 대안 114

3. 김감정 교사의 이야기 119

가. 학부모가 우선인 교육체제 119

나. 교사를 지치게 하는 유아들 122

다. 기관의 특수성으로 기댈 곳 없는 교사 123

라. 구성원들에 의한 감정충돌 127

마. 도움이 되지 않는 관리자 129

바. 감정노동이 교사에게 미치는 영향 134

사. 긍정적 감정표현을 위한 노력과 대안 137

V. 공립유치원 교사들의 감정노동 경험과 의미 144

1. 수요자 중심으로 기울어진 교육 145

가. 무너진 교권 145

나. 유아 특성과 사고로 교사와 학부모와의 갈등 148

2. 교사들의 정체성 혼란 151

가. 나는 유치원 교사인가? 151

나. 나는 서비스를 요구받는 약자이다 156

다. 나는 중재자인가? 159

3. 나는 감정노동자 160

가. 일상적인 삶에도 영향 160

나. 사회적 인식에 맞는 교사상 요구 161

다. 교사를 그만두고 싶은 마음 162

라. 새로운 다짐과 바램 163

4. 내면의 성장 163

가. 다른 사람 관점에서 바라보기 163

나. 나만의 감정 해소 방법 찾기 165

다. 교사를 지탱하게 하는 힘 166

라. 긍정적인 교직 문화 168

VI. 내러티브 탐구를 마치며 170

1. 요약 170

2. 논의 173

가. 개인적 정당성 173

나. 실제적 정당성 174

다. 사회적 정당성 176

3. 제언 178

참고문헌 179

부록[내용없음] 7

표목차

〈표 1〉 공립유치원 설립 유형별 유치원 수 25

〈표 2〉 공립유치원 교원 나이 구성 현황(2019년 기준) 26

〈표 3〉 내러티브 탐구에 대한 다양한 학자들의 해석 41

〈표 4〉 내러티브 탐구의 수행과정 46

〈표 5〉 연구 참여자 현황 49

〈표 6〉 연구 참여자 면담 기간과 횟수 및 시간 55

 The purpose of this study is to understand while sharing their experiences, how public kindergarten teachers experience their emotional labor according to the changes of time and space and how they constitute meaning of the experiences.

In the process of participants talking about their lives and reconstructing those, this research tried to have a opportunity to understand each other's minds and to sympathize with them, by creating a common meaning and sharing it between the researcher and participants.

Two designed questions are as below:

1. What kind of emotional labor do public kindergarten teachers experience in the field of education?

2. What the significance is in the emotional labor experiences of public kindergarten teachers in the field of education?

Participants consist of incumbent teachers with more than 15 years of teaching experiences as public kindergarten teachers. Three participants who have enough experiences and can sincerely talk about the subject of this study are chosen. They also have cooperated with researcher as characteristic of narrative exploration and have formed rapport.

The collected data consists of 10 to 11 private interviews, from February 2019 to September 2019. Based on this, the text are composed. The interview contents were recorded and transcribed, and the meaning of experiences was analyzed by reading the transcribed contents repeatedly for analysis. As analyzing the data, I could get the data back by mail or phone call if I did not understand or had any questions. In this process, we tried to understand the participants' experiences in terms of temporal, spatial and relational contexts, and to find out themes that can be expressed in the emotional labor experienced in the teachers' lives.

'Teacher Han' has been working as a kindergarten teacher for 28years, because she is interested in being with kids and feels that she creates 'educating' herself. Even the reaction of kids are positive. However, Han said it is difficult to make good relationship with co-workers or kids' parents. Han considers teachers as emotional laborers and feels bad whenever she reads the article on 'infant mistreatment.' In addition, it is not easy to say such things to kids because of "protection the human rights of students." She must be nervous all day because the emotional la bor for parents and children is getting worse. Han did emotional labor at school with an authoritarian manager, who was ignoring teachers, and the contradictory teachers's culture. She suggests separating work out daily work, self-implication, putting oneself in the other person's shoes, and a positive word from the educational community, as alternatives of positive emotional expression.

'Teacher Jung' said that the greatest thing that changes human beings is education, and has pride of being a kindergarten teacher who is the first teacher children meet. Because she is doing his best in everything, she is forced to hide her feelings and work emotionally to fulfill her professional duties. Although Jung sometimes felt guilty, wanted to quit the job, and even suffered emotional labor from manager, she tried to express positive feeling and search for ways to relieve negative emotion. Jung mentioned it is important to relieve negative emotion through talking about unpleasant feeling and situations with teachers and empathizing each other. She also said that for teachers, the education itself is joy and reward and they feel happy when seeing the growth of young children, and that the warm words of the parents who let teachers do the emotional labor could be shortcut of forming good relationship.

'Teacher Kim' said there are two problems. One is to invade teacher's privacy by the education system where the parents have a priority. The other is the parents who want for school to solve every single kids' problems. Likewise Jung and Han, Kim has been trying to effort and find out alternatives to express her emotion in a good way, even though she suffers emotional labor by many factors(such as by a system which does not provide any feedback and is hard to suggest opinions due to long service at kindergarten attached to the elementary school, by some burden of manage responsibility, by exhaustion due to increasing administrative works, by emotional inconsistency among different members, and by a manager who is unhelpful).

The common meanings of emotional labor, based on the experiences of the research participants, are derived from the education centered on the consumer and the confusion of teachers' identity.

Firstly, in terms of the education centered on the consumer, the emotional labor happens as extremely ironic situation that the kindergarten teacher has to kneel in front of parents to resolve problems even it was not a fault of the teacher. Due to the developmental characteristics of the children, if an unexpected accident happens, the teacher has endless conflicts with the parents until the problem is resolved. Even if resolved, there is an uncomfortable relationship until graduation, and there are rude demands of parents who blame kindergarten for all matters, call late or early in the morning, and violate the privacy of teachers. When teachers meet the parents who provided emotional labor, they are experiencing emotional disharmony that they should greet them with smile as if they have no problem.

Second, the emotional labor makes teachers confuse their own identity on the job. This confusion mostly appeared with participants who have worked at kindergarten attached to the elementary school, because their manager majored an elementary education and shifted the responsibility of running the kindergarten to the teacher. Teachers also felt confusion between kindergarten teacher and administrator, because they firstly have to do administrative works instead of caring kids. The position of kindergarten teacher could be the weak who are asked to control themselves in that teachers always have to make a smile, overreact at variance with their own feeling, find out more pros of kids than cons of them, and talk about the problem behaviors of kids to parents not in direct but indirectly. One more reason teachers feel identity confusion is poor communication with other co-workers and difference of thought.

The effect of emotional labor results to make people consider themselves as just 'an emotional laborer.' Participants said that the emotional labor had an impact on their daily lives so that they could not do anything after going home or on weekend, because of stacking bad emotions caused by parents' pressure. Also they said they had to make a smile and act like a mother according to social awareness about teacher. Moreover, even if they had been sick, they could not have taken sick leave due to sense of duty. These unreasonable situations made participants feel exhausted and want to quit the job. Sometimes they determined themselves that if they will be a manager, they will not do like that.

As mentioned above, although emotional labor was characteristic according to the situation, space, and time flow of participants, the efforts and alternatives for positive expression of participants led to 'internal growth'. They were not lost will by emotional labor, but tried to make their own breakthrough. On another person's perspective, they tried to empathize and understand others by discovering positive parts. They suggested it is necessary to ask to co-workers or mentor, to say what's on their mind, and to have private place to counsel in a way of relieving negative emotion. The motivation to sustain teacher life is the love, patience, the sincere words of parents after graduation, or rewards and satisfaction from academic conference. Positive teacher's culture can be realized by sharing positive words and thoughts within the organization, by an atmosphere for being able to express emotions properly, and by a recognition culture.

The emotional labor experienced by the three participants is a private and secret story. Through their story, not only the experience of emotional labor but also the effects of emotional labor and even efforts and alternatives for positive expression of emotions are figured out.