본 연구는 체육교사로서 회의감의 근원적 문제를 찾는데 목적이 있다. 이를 위해 이준호 체육교사를 연구 참여자로 선정하고 생애사 연구방법을 활용하였다. 그 결과, 1) ‘스테레오타입과 문화’, 2) ‘훈육의 변화’, 3) ‘혼란과 자책’, 4) ‘참교사가 아닌 보통교사’의 내용이 도출되었다. 그 결과, 이준호 교사를 괴롭혀온 회의감은 ‘변화의 아이러니’로 설명될 수 있었으며, 그것은 ‘비동시성의 동시성’이라는 근원적 배경에서 비롯된 것임을 확인시켜주었다. 결국, 학교 내 존재하는 ‘비동시성의 동시성’의 모순으로 인해 이준호 교사의 감정적 소진은 필연적 귀결이었으며 그것은 한편으로 그가 이 시대의 평범한 체 육교사임을 보여주고 한국사회 평범한 체육교사들의 삶과 고민을 이해하는데 도움을 주었다고 판단된다.

The purpose of this study was to research and analyze which classes teachers and students, who are the subjects on the education field, view as ‘good physical education classes,’ and thus analyzing the differences in response, conceptualize the concrete realities and apply them to the actual classes. In order to achieve the stated goal above, a survey was conducted of 190 secondary school physical education teachers and 742 secondary school students of Seoul Metropolis who were chosen through random sampling. The survey was reconstructed with reference to previous researches, after which it was tested with regard to credibility and validity before use. The conclusions were as follows: First, with regard to the values that should be pursued in ‘good PE classes,’ both teachers and students stated that relationships were seen as the most important, with 'transmission' and 'product' viewed as least important on the part of the teachers and students respectively. Second, with regard to the factors hindering ‘good PE classes,’ both groups chose the education policy as the main obstacle, with teachers selecting the available facilities and environment as the second greatest factor, and students in turn choosing reciprocal relationships with teachers. Third, with regard to the subcomponent factor, it was found that students viewed meaningful and interesting class contents as important, whereas teachers were of the opinion that it was important to lay down definite goals and contents. With regard to the teaching method, teachers viewed methods that provoke student interest and take into account individual student aptitude and ability highly, while students viewed interesting classes as ‘good PE classes.’ Both groups felt that active interaction and an atmosphere of mutual respect were important to the class ambience and environment. Although there was a relatively low response rate with regard to the general view on evaluation, teachers were of the opinion that in order to get a thorough evaluation on ‘good PE classes’ there needed to be an assessment on student attitude and emotion in addition to athletic capability, whereas students felt that a reliable, impartial, and objective assessment was the best way to evaluate good PE classes. Thus, based on the research above, we can define ‘good PE classes’ as classes where interesting and meaningful contents can be delivered to students through various, interesting means, where teachers and students can interact actively, and where not only athletic capabilities, but attitudes and emotions can also be evaluated in an impartial and credible way.

This study aims to examine job satisfaction of elementary school gym teachers by measuring the levels and finding the major elements of their job satisfaction, and to provide reliable statistical and evaluative materials by which to maximize job satisfact

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