유치원·어린이집 교사 권익 보호 실태 및 증진 방안

Abstract

The purpose of this research is to arrange the content and category in order to assure the rights for the teachers who are working at the Early Childhood Education and Childcare field (ECEC), and also to centrally analyze the related legal system to investigate how domestic and foreign kindergarten and daycare teacher’s legal rights are being secured. In addition, after examining the perception of the teachers on their own rights as well as understanding the reality of the teacher’s rights and their needs on how the working environment and treatment depend on institution’s type where they are embedded within. Therefore, the goal is to provide a road-map which can facilitate the policy that encourages to prepare a legal and institutional system to reinforce the rights for the teachers. In this research, teacher’s rights of the kindergarten and daycare were concentrated based on the ˹Recommendation Concerning the Status of Teachers˼ from the ILO/UNESCO (1996) and the classification from the work of Mi-Sook We (2005), and was coordinated into ‘Right and autonomy of education as a professional occupation’, ‘Right to request for improvement on working conditions and guarantee of living’, ‘Right to request for welfare facility system’ ‘Secured identity as well as the privilege of freedom from arrest’, ‘Right to bring up a law suit and teachers association social activity right’. The subjects for the survey were full-time working kindergarten and daycare teachers who are in charge of education along with childcare and was randomly assigned since it was believed that different types of established institutions would yield different working environments. Therefore, including 601 kindergarten instructors, 906 daycare teachers, 1,507 responses were in total analyzed. In order to suggest the improvement methods for the kindergarten and daycare teacher’s rights, this research suggests the facilitating road-map to improve the teacher’s rights based on the analysis of current legislation, comparison of foreign case studies, and investigation on proceeding research studies. First of all, for the methods to enhance the awareness, amending the society perception towards kindergarten and daycare instructors while also enforcing the teachers with the legal knowledge they are assured with were recommended. Second, in order to establish a legal status as kindergarten‧ daycare instructors, the definition of teaching staff specified in the legal system needs to be redefined by distinguishing teacher and employee and the right categories that need to be reinforced in a consecutive order for the teachers to perform their tasks were advised while including the context on how such categories related with teacher’s rights aren’t covered within the legal system. Third, based on the results of the policy support requirements the kindergarten and daycare teachers requested in order to carry on their tasks efficiently, supporting policy plans were subdivided into short, mid and long-term. The following details are the facilitating road-map to enhance the kindergarten‧daycare teacher’s rights. 1. For the strategies to improve awareness, 1) Emphasize the professional roles of kindergarten and daycare teachers, 2) Efforts required from the government to enhance the perception of the teachers’ right related legal system among kindergarten and daycare instructors. 2. For the plans to stabilize the legal position of kindergarten and daycare teachers, 1) It is necessary to redefine the ‘teaching staff’ definition stated in The Infant Care Act and classify into ‘childcare teacher’ and ‘employee’, 2) There should be guaranteed additional law for ‘Secured Identity’ and the ‘Privilege of freedom from arrest’ which targets the daycare teaching staffs, 3) Supplement and consecutive enforcement should be conducted on the 5 categories that are related with teachers’ rights in order for the kindergarten and daycare teachers to smoothly perform their role as instructors. 3. For policy assistance on institutional related and efficient working environment to carry on the teacher’s task, in the short-term 1) Supporting workforce, 2) Providing additional labour force, 3) Decreasing working hours, 4) Securing break periods, 5) Increasing salary During the mid-term 1) Expanding flexible and selective working hours, 2) Increasing training program opportunities, 3) Providing abroad training programs, 4) Furnishing efficient working environments and areas for relaxation. In the long-term 1) Supporting teacher’s organizational activities, 2) Enlarging promotion opportunities.