敎育自治制度에 대한 初等敎師의 認識과 役割에 관한 硏究

Abstract

The purpose of this study is to make sure the perception on the educational autonomy system of the primary school teachers who exert the greatest effect on education in relation to the educational autonomy system presently enforced and are preoccupied with educating the second growing children, and to present useful materials by collecting the opinions of the primary school teacher on the actual condition of perception, sense of participation and role in the educational autonomy system in preparation of the age of localization through the activation of the teacher's role and by probing the specific plan for the settlement and development of the educational autonomy system through the future prospect for the implementation of the educational autonomy system. For the purpose of attaining this goal, the following main issues were investigated and grasped as the reference of analysis: 1. The response of the primary school teacher to the implementation of the educational autonomy system. 2. The actual condition and direction of the training of the primary school children on the educational autonomy system. 3. The teacher's degree of awareness on the educational autonomy system. 4. The participation of the primary school children in the educational autonomy system. 5. The role of the teacher in the implementation of the educational autonomy system. 6. The scope of residents' participation in the educational autonomy system. 7. The opinion of the autonomy of the unit school. 8. The future prospect for the educational autonomy system. Both the literature study and the research study were used simultaneously as the method of study. The object of this study was intended for 380 public and private primary school teachers in Seoul and the northen district of Kyonggi Province. In drawing up the the questionnaire, reference was made to the literature, papers and the advice of the directing professor relative to the educational autonomy system in Korea. The main issue was classified into eight domains and 27 items, analyzed and examined. The teachers were asked to tell their opinion, and their responses were analyzed. The findings of study were summarized as follows : Firstly, the awareness of the primary school teacher on educational autonomy should be enhanced. Since it was revealed that the primary school teachers overall had a very low degree of awareness on the current educational autonomy system and thereby did not exert a direct influence on the educational spot, the teachers should be induced to take active part in the educational autonomy system themselves by upgrading their awareness of it as well as making a campaign of publicity for it. Secondly, it is necessary to train the primary school teacher actively on the educational autonomy system. The present situation is that the training of the primary school teacher on education autonomy in the educational spot is very lacking and the degree of their awareness of it is low. Therefore, educational autonomy should be allowed to take root on the educational spot by carrying out the training and education of educational autonomy in regular curriculm in the course of producing teachers and at a time of reeducating teachers. Thirdly, the involvement and role of the teacher in educational autonomy is required. The teachers endowed with specialty and technicality. should be provided with an opportunity to participate in the institutional zone through their election as educational committee and superintendant and to represent the educational reality and carry out its role in order to present the problem on the educational autonomy system. In particular, it is necessary to establish the educational policy that fits the regional situation by raising the decentralization of educational administration and the resident's sense of participation in order to activate educational autonomy. And it is requisite that the teacher armed with educational expertise should be involved in educational autonomy so as to secure the independency, specialization, and political neutrailty of education. Fourthly, the school is required to operate as the unit school autonomy system. Seeing that the realization of the ideology of educational autonomy consists in improving schooling, the front-line of education, the teacher should be induced to participate in educational autonomy so that school technicality may be enhanced through open school operations by securing the prevalent authority of the platform through the democratic operations of the school. And the school authority should maintain a close cooperative system with the community. Fifthly, it is requisite that the teacher should play a part of the mediator between the school and the community. Educational autonomy raises the resident's sense of participation in the system through the decentraization of educational administration. To consider and materialize the educational policy that fit the present situation of each locality, especially to settle the problem such as the petition matters of residents concerning education along with the guidance and publicity of the activity and funition of the education board, the representative body of residents, the teacher is required to play a part of the mediator between the school and the community through the establishment of the institutional arrangement connecting the school with the community.