Autobiographical narrative inquiry of an elementary school teacher's experience of receiving official medical care due to violation of teaching rights accompanied by physical violence

Objectives In this study, an elementary school teacher was subjected to violence by a student during class in a classroom within the school, and the case was filed as a violation of teaching rights. After becoming a recipient of official medical care and spending time devoting time to treatment, a study was conducted to derive and understand the meaning of the violation of teaching rights accompanied by physical violence and the experience of official medical care. Methods For this purpose, an elementary school teacher who was disrupted by a student during class hours at S Elementary School in Region C, and who suffered physical violence from a student while providing guidance on the student's disruptive behavior, was selected as a research participant. The study was conducted by applying an autobiographical narrative Inquiry research method. The field text collected according to the narrative Inquiry was composed of intermediate text, and the meaning of the experience was derived by converting it into research text through review and cooperation with a research participant. Results In the telling process of autobiographical narrative inquiry, the content was described in five themes centered on the three-dimensional axis of narrative inquiry(temporality, spatiality, and sociality). In retelling, there are three topics (looking at the violation of teaching rights accompanied by physical violence properly in the learning space, overcoming the violation of teaching rights through a culture of consideration and respect, and creating an education system that allows teachers who have been victims of teaching rights infringement to grow again). The meaning of experience was explored by grouping as topics. Conclusions These research results sought to reach a conclusion by clarifying the legitimacy of the research at the personal, practical, and social levels, which is the legitimacy of narrative inquiry, and ended the research by presenting three research suggestions.