학부모의 학교경영 참여 인식 연구

Abstract

The purpose of this study was to survey parents for their perception of participation in school administration as well as for their actual participation and thereby, explore some desirable ways to encourage them to participate in school administration and thereupon, suggest the effective ways to induce them to participate in school administration for development of school education. For this purpose, relevant literature and preceding studies were reviewed and analyzed, and thereupon, a questionnaire survey was conducted for parents with their children attending elementary and middle schools in the metropolitan city Seoul. The results of this study can be summarized as follows together with its suggestions; First, it was found that parents were much less aware of educational systems and policies, particularly those related to educational autonomy, design of national or provincial systems and policies, participation in their implementations, etc. However, parents were highly aware of the problems involving the national educational system. As it was, parents were less responsive to the management of their children's schools, perceiving that they were not effectively guided for their participation in school administration. All in all, parents were not positive towards their participation in school administration. In order to enhance parents' poor perception of national education systems and policies, it is deemed necessary to improve systems and policies related to national and provincial educational autonomy and encourage parents to participate positively in the process of their improvement. In addition, it is also required to arrange diverse alternatives for effective applications of educational systems and policies to a variety of activities for school administration. Second, although the absolute majority of the parents admitted the need for their participation in their children's school administration, their perceptions differed significantly depending on their academic backgrounds, living standards and districts. On the other hand, many parents had ever participated in school administration or were actually participating in it, but the level of participation differed among districts or depending on academic backgrounds and jobs. In short, perception almost agreed to actions. In addition, assuming that parents are much interested in the areas directly related to their children's education, it is essential to arrange diverse measures for their participation in school administration in consideration of the differences among districts, schools and their demographic variables, and further, implement the measures effectively with efficient facility and P.R plans. Third, since parents want to participate more widely in such areas of school administration as educational planning, curriculum design and implementation but they feel that teachers' original authority such as teaching professionalism should be respected, it is necessary to design and implement some training programs to help teachers improve their professional school administration capacity meeting parents' expectations. Furthermore, it may well be desirable to encourage parents to be more concerned about school administration by providing them with information about school administration via Internet, meetings at the various time zones convenient to them or an organized community network centered about them or other easily accessible routes. As the society develops, parents are more and more aware of education due to their higher academic background and financial ability with increasing leisure time. Thus, parents are more awakened of various areas of school administration, being more willing to participate in school administration, and therefore, they will request for specific programs or guidelines for their participation in school administration. In such circumstances, in order to encourage parents to participate more positively in wider areas of school administration, it is essential to support their participation systematically, providing for diverse opportunities for their participation, while rewarding them for such participation in a fair and substantial way. Then, they will be more encouraged to participate in school adminstration only to provide for a ground for our schools to effectively foster the able people required in the 21st century.