본 연구는 초등학교 신규교사들이 학교 현장에서 다양한 직무를 수행함에 있어 어떤 어려움을 느끼고 그러한 어려움을 어떻게 해결해나가고 있는지, 신규교사들이 교직 생활에 잘 적응하기 위해 어떤 지원이 필요한지를 탐색하는데 목적이 있다. 이를 위해 연구조사 기간 중 경북 1급 정교사 연수를 수강하는 교사 125명을 연구대상으로 선정하여 설문조사를 실시하였다. 조사에 사용한 설문지는 선행연구의 설문지를 본 연구목적에 맞게 재구성하였으며, 수거한 설문지는 SPSS 통계프로그램을 이용하여 분석하였다. 분석결과, 신규교사가 가장 크게 어려움을 느낀 영역은 생활지도와 학급경영 영역이며 신규교사들이 느끼는 어려움은 성별, 나이, 근무지역 등 배경변인에 따라 차이점이 있었다. 그러므로 그들이 겪고 있는 어려움을 파악하여 다양한 목적과 방법, 상황에 맞는 실제적이고 효율적인 연수가 지원되어야한다. 또한 신규교사들이 학교 현장에 생활하면서 올바른 교직 적응을 돕기 위해서는 그들이 직면해있는 상황과 어려움을 이해할 수 있어야 하며 그들의 바람과 요구를 적극적으로 반영하여 도와줄 수 있는 학교 분위기를 조성해야 한다.

This study is to see the novice teachers’ difficulties and improvement in elementary schools. Research questions are what the novice teachers recognize existing methods of teaching adaptation and What causes the difficulty? and How do novice teachers adjust to teaching and what is the preferred method of support? The results of this study are as follows. Firstly, the schools allocated prior training before hiring novice teachers to adapt themselves to teaching, and the schools assigned novice teachers ` mentoring programs with senior and novice teachers showed various negative attitude towards teaching adaptations. Secondly, novice teachers are choosing to get help from others rather than solve their own problems with adapting to teaching. When looking at the subject of the survey to see if they received the most help, the rank and file was the highest, followed by the class of teachers who received the most help, and the class who received the most help. When examining the important features of the subject, personal relationships were highest, followed by relationships with people in order, excellence in work ability, being close to, and superior. Thirdly, the analysis of support measures needed for novice teachers to better adapt to the teaching life revealed the highest level of interest and consideration by the school members and then the development and application of the first term teacher support program. As a result, the areas with which the role of primary school teachers was most difficult to perform in various areas of the school site were the life coaching and class management areas. It shows that a variety of support is needed for these areas. The difficulty felt during the adjustment of novice teachers for teaching depends also on background variables such as gender, age, and working area, so it is an effective way to identify the challenges they face and answer them efficiently. In order for novice teachers to help correct student adaptations, they need to understand the circumstances and challenges they face and actively reflect their wishes and demands in the schools.