A Case Study on the Self-Growth of Learners in Mokdonaru School, ‘Transition Year’ Institution

Abstract

Objectives This study aims to deeply understand the process of self-growth in students within the school educational environment. It explores the self-growth process of four participants who are enrolled in a transitional educational institution, ‘Mokdonaru School’ located in Chungcheongbuk-do. Methods Preliminary surveys were conducted among all enrolled students, and foundational surveys were carried out with all teachers to select four research participants. Semi-structured, in-depth interviews were conducted with these participants, and the data was collected through transcription. The gathered data was analyzed using Nvivo (version 14), processing a cyclical process of open coding, axial coding, and selective coding. Results The participants in this study revealed a growth process characterized by individual differences. They recognize various triggers and elements as the background of their self-growth, and their individual growth is not so much independent as it is holistic, affecting and transforming across the areas of self-identity, social identity, and career identity. Conclusions These findings suggest the need for a deeper understanding of individual differences in students' self-growth processes in secondary education, and for a holistic approach that goes beyond a narrow focus on teaching activities to include the diverse living spaces and relational aspects surrounding the school.