학교장면에서 효과적으로 자문을 제공하기 위해서는 자문과정에서 나타나는 다양한 ‘저항’을 이해하고 이에 적극적으로 대처하는 노력이 필요하다. 학교자문에 대한 전문적 관심이 증가하면서 외국 문헌을 중심으로 이 분야의 연구물이 꾸준히 증가하였고 학교자문에서의 저항에 대한 전문적 논의도 적지 않게 있었지만, 저항의 다양한 측면에 대한 개관이나 종합적인 이론적 분석은 부족하였다. 본 연구는 자문의 과정 및 성과에 영향을 미치는 주요 변인으로 지목되고 있는 저항에 대하여 사회인지이론적 관점에서 고찰함으로써 학교자문에 대한 연구와 실무 기반이 아직 취약한 국내의 실정에서 연구자와 실무자에게 유용한 지식 기반을 제공하고자 한다. 구체적으로 본 연구는 사회인지이론의 인과모델인 삼원교호작용(triadic reciprocality)에 기초하여 학교자문에서의 저항을 정의하고, 저항의 요인 및 유형에 대한 외국의 선행 연구들을 체계적으로 개관한다. 또한 자기효능감이 저항의 동기화 과정 이해에 어떻게 도움이 될 수 있는지를 탐색함으로써 이 개념의 잠재적인 역할을 고찰한다. 본 연구는 저항에 대한 사회인지이론적 분석이 저항의 다양한 측면을 이해하고 저항에 효과적으로 대처하는 데 유용한 이론적, 개념적 틀을 제공할 수 있음을 시사한다.
When delivering consultative services in schools, consultants need to understand 'resistance' within the context of consultation and develop skills to effectively manage it. With a growing interest in psychological and educational consultation in schools over the last few decades, research in this area has significantly been increased and a fair amount of literature has been published concerning resistance in school consultation. However, currently available discussions on this topic are limited in terms of their scopes and theoretical foundations, and an attempt to integrate them from a theoretical perspective has not been made yet. This article examines various aspects of resistance in school consultation from the perspective of Bandura(1986)'s Social Cognitive Theory. Specifically, this article conceptualizes resistance in school consultation and reviews various causes and types of resistance based on triadic reciprocality. This article also explores a potential role of self-efficacy in the consultee's motivational process of resistance. Overall. this article demonstrates that Social Cognitive Theory can serve as a useful theoretical and conceptual framework for understanding various aspects of resistance and developing a management plan with resistance in school consultation.
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