敎員勤務評定制에 대한 初等敎員의 認識과 改善方向에 관한 硏究;

Abstract

This study was to probe the direction of efficient improvement of the service rating system that should reflect teachers' opinions in it. For this purpose, an attempt was made to make an empirical analysis of the reality elementary teachers perceived and to explore its problems and improvements. To attain this goal, the questionnaire research was conducted. Data from it were statistically treated. Percentage and chi-square tests were conducted. The degree of significance was tested for the difference between groups at the levels of P<.05, p<.01 and P<.001. The contingency coefficient was tested. Based upon the study results, the following conclusion was drawn: First, male teachers, teachers in the area of agricultural and fishing villages and teachers with great teaching careers showed a higher interest in the service rating system than female teachers, teachers in the urban area and teachers with few teaching careers. They wanted the upper limit on teaching careers to be kept at 25 years as it was and showed that capable teachers with a few teaching careers should be treated favorably by making a merit-centered rating of their service or performance rather than a career-centered rating of it. Second, respondents perceived that service performance rating and in-service training performance rating did not assist teachers in improving their ability and quality and teaching-learning activity, but the additional mark system was found to be needed in the future because they perceived that the rating of additional marks was helpful in motivating teachers to carry out their jobs and improving their ability. Third, respondents said that the rating or appraisal method and the element of rating in the current service rating system did not assist teachers in their individual specialized growth by failing to improve the improvement and productivity of the organization and lowering their morale. Seeing that a high proportion of respondents said that it was desirable to make practical use of the evaluation marks of an educational performance as the in-service training grade system, it can be seen that it is necessary to improve the rating of an in-service training performance. Fourth, respondents said that teaching careers should be rated with a focus on a teacher's ability and the objective and reasonable element of rating be included in rating teachers' service performance. And they responded that the rating or appraisal method should be changed into the self-appraisal method and the rating method by fellow teachers and that the rating of an in-service training performance be changed into the in-service training system.