奬學活動의 敎育的 效率性에 관한 硏究

Abstract

The purpose of this study was to investigate the educational efficiency of supervision activities. For this purpose, this study attempted to conduct the questionnaire research. Data were statistically treated using the SAS program. Percentage and chi-square test were conducted by background factor. An attempt was made to test the difference between groups at the level of P<.05, P<.01 and P<.001. As a result, the following conclusion was drawn: First, responding teachers showed a preference for self-supervision and colleague supervision of strong cooperation. In order to raise the efficiency of supervision activities, it is necessary to attempt the qualitative improvement of supervision by formulating the plan to activate these forms of supervision. Second, it is necessary to either reduce the proportion of summary supervision for teachers by principals and vice-principals or complement it in methodological terms. Especially, it would better to reduce the frequency of summary supervision for teachers with more than 10 years. Conducting supervision in a sense of identifying the realities of schooling and school management could reduce teachers' mental burden. Third, it would be necessary to proceed to expand the opportunity of summary supervision for teachers with less than 10 years of teaching experiences for the purpose of class improvement, and self-supervision and colleague supervision for teachers with more than 10 years of teaching experiences. Fourth, it can be seen that it is most necessary that teachers should take in-service training and take an active attitude in supervision activities for the qualitative improvement of schooling. And supervision activities should be allowed to be actively provided for teachers by providing administrative and financial support. Fifth, the essential prerequisite for supervision activities to be actively conducted is the alleviation of workload. It is necessary to foster the condition that enables teachers to take an active and voluntary part by alleviating teachers' burden of workload to a maximum on the unit-school field.