敎員勤評制에 대한 初等敎員의 知覺反應과 運營方向에 관한 硏究

Abstract

This study was intended to find out the efficient operating scheme of the service rating system by investigating the elementary teachers' perceptional responses to it, analyzing its present situation and exploring its improvements and to make an attempt at the qualitative growth of education by probing the criterion for fair service rating. As a result, the following conclusion was drawn: First, elementary teachers showed a very positive response to the service rating system relative to regulations on rating criterion, rating element, rater and confirmor, the period of rating the percentage of distribution, non-disclosure, reflection in personnel management and the like. They showed its necessity, given that they generally showed a positive response to its relative appraisal. They expressed the high response of 'not so bad' to the point that the result of rating would contribute to the improvement of teachers' job performance and self-development. Second, the rated showed a positive response to the service rating system in terms of rating criterion, rating element, rating period, and the percentage of scores between the rater and the confirmor, whereas they demonstrated a strongly negative response to the rater's component, relative appraisal, and reflection of rating results in personnel management. It was found that there was statistically a very significant difference between elementary teachers according to factors(age and teaching experiences). Third, the rater expressed a very positive response to the service rating system as a whole while many of the rated expressed a passive and negative view on it. It is thought that this is due to the fact that elementary teachers do not know well about what of them is rated because the results of their service rating are not disclosed. It is necessary to present the content and method of service rating that both the rater and the rated can accept in consultation with each other. Fourth, it is necessary to specify the objective and fair criterion for each rating element so that the service rating system may be put to efficient use, which may contribute to improving teachers' efficiency in job performance and self-development. For this purpose, the opinion research should be conducted in a multi-faceted way for both the rater and the rated to participate jointly in establishing the contents of rating.