중등 체육 교사의 특정 종목 기피 실태와 원인이 방어적 수업방식에 미치는 영향

초록

This study aimed to analyze the phenomenon of physical education teachers avoiding specific sports by categorizing the factors into internal and external ones, and to investigate the defensive teaching behaviors exhibited by teachers as a result of this avoidance. To this end, data were collected from 189 secondary school physical education teachers nationwide using purposive sampling. In accordance with the research objectives, the following statistical analyses were conducted: multiple-response analysis, frequency analysis, content analysis, t-tests, one-way analysis of variance (ANOVA), Pearson correlation analysis, multiple regression analysis, and Baron & Kenny’s three-step mediation analysis (Sobel test). The results showed that, first, the sports most commonly avoided by secondary school physical education teachers were dance, swimming, combat sports, and gymnastics. In terms of the actual manifestations of avoidance behavior, more than half of the respondents exhibited the behavior of “excluding the relevant sport from the curriculum.” Second, the internal cause of sport avoidance was identified as “lack of personal teaching ability,” while externally, “psychological burden regarding safety accidents” and “poor facilities and equipment” emerged as key barriers. Third, an analysis of differences based on demographic characteristics revealed that female teachers exhibited significantly higher levels of avoidance than male teachers, and teachers without a background in sports exhibited significantly higher levels than those with such a background. Furthermore, it was confirmed that novice teachers with less than five years of teaching experience experienced the most severe avoidance-related stress compared to experienced teachers. Fourth, an analysis of the causal relationships among the key variables revealed that the level of aversion to specific sports was the most decisive positive predictor of defensive teaching practices. These results indicate that, in order to prevent the distortion of the national curriculum caused by physical education teachers’ avoidance of specific sports and to normalize physical education in the field, it is necessary to implement phased coaching techniques (scaffolding) and customized training focused on inquiry-based coaching to restore the coaching self-efficacy of novice and female teachers; establish a one-on-one peer coaching mentoring system for sharing instructional know-how among colleagues; strengthening teachers’ self-coaching competencies to help them manage their own teaching anxieties, and establishing institutional safety nets to alleviate the burden of complaints related to safety incidents.

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