初等敎師가 知覺하는 授業奬學의 實態와 期待에 관한 硏究

Abstract

This study was intended to find out the remedial plan of the current classwork supervision by identifying its reality and investigating the teacher's expectation toward classwork supervision. To attain this goal, the following specific study questions were set: First, what is the reality of the current classwork supervision offered in the elementary school? Second, what is the remedial plan for classwork supervision expected by teachers for the qualitative improvement of teaching-learning? In order to resolve these study questions, the questionnaires were distributed to teachers and data from the returned questionnaires were statistically treated using the SAS(Statistical Analysis System) program. And an attempt was made to calculate percentage and make a chi-square test of them according to teachers' background variables. An attempt was made to test whether there was a significant difference between groups at a level of P<.05, P<.0l and <.001. A contingency coefficient test was conducted. Based on the findings, the following conclusion was drawn: First, as for the reality of current classwork supervision, teachers perceived that classwork supervision was provided with a focus on guidance of the teaching-learning method for schoolwork improvement, guidance for improvement of teachers' teaching competency and guidance of the points to be improved on schoolwork. Classwork supervision was provided with teachers through colleague supervision. Guidance on classwork was provided with teachers through the consultative meeting of the same grade at the time of the consultative meeting after the fact. The human relationship between the teacher and the person in charge of classwork supervision was the relationship of businesslike guidance and advice. The topic to be discussed at the consultative meeting was established by consulting with the director of the research department. The person in charge of classwork supervision had an authoritative posture. Second, as for the teacher's expectation toward classwork supervision, teachers expect that they would be provided with guidance of classwork supervision focused on guidance of teachers' teaching-learning method, guidance of the points to be improved on schoolwork and guidance with the consciousness of joint participation rather than with an authoritative posture. And they expected that the topic to be discussed at the consultative meeting would be selected by consulting with the teacher providing schoolwork with students in terms of its method. And they expected that the human relationship between the teacher and the person in charge of classwork supervision would be the one of solving a personal problem though there was a difference according to background variables. Third, an attempt was made to investigate the remedial plan for classwork supervision expected by teachers for qualitative improvement of teaching-learning based on its reality and teachers' expectation. As a consequence, it was found that the person in charge of classwork supervision should provide teachers with classwork supervision conducive to schoolwork improvement through the consciousness of democratic and joint participation rather than through an authoritative posture. Especially, teachers expect classwork supervision focused on the teaching-learning method and the improvement of the teacher's teaching competency.