初等敎唆의 自律奬學에 관한 認識과 職務遂行能力과의 關係 硏究

Abstract

This study aimed to investigate elementary teachers' perceived autonomous supervision and analyze and identify the relationship between it and job performance ability. For this purpose, the following study questions were set : 1. What do elementary teachers tend to Perceive autonomous supervision and is there a significant difference in it according to the factor of teachers' background? 2. What is teachers' overall tendency to job performance ability and is there a significant difference in it according to the factor of teachers' background? 3. What is the relationship between elementary teachers' perceived autonomous supervision and job performance ability? Data was statistically treated using the SAS(Statistical Analysis System) program, and t-test ANOVA(Analysis Of Variance) and correlation analysis were conducted according to the factors of elementary teachers' background such as gender, age, educational background, the career of teaching profession, job, class, school size and the location of school. As a result of the analysis of data, the following findings were obtained : First, it was found that elementary teachers perceived autonomous supervision to be high overall and accepted it as positive. By way of illustration, the activation of autonomous supervision and autonomous supervision in a direction of new supervision administration can be taken. Second, teachers in autonomous supervision perceived the attitude toward job to be most important, in which elementary teachers' thorough view of teaching profession and the desirable job attitude could be found. Chairpersons, teachers working in Seoul, older teachers, and teachers with many teaching services perceived the job attitude to be relatively important. Third, elementary teachers perceived their attitude toward students to be most important in terms of job performance ability and in terms of the factor of teachers' background. Chairpersons and teachers working in seoul perceived it to be relatively high. Fourth, there was not a difference in elementary teachers' perception of job performance ability between male and female teachers according to their background factors such as gender, educational background, the years of teaching service and school size, and there was a similar level of their perception between both groups. Fifth, it was found that there was a specially significant difference in the association between autonomous supervision and job performance ability in terms of the location of the school and there was a positive correlation between elementary teachers' perceived autonomous supervision and job performance ability. Therefore, it is judged that the professional autonomy and democracy of the school climate is needed to revitalize autonomous supervision. An attempt was made to analyze the overall tendency. As a result the higher degree of perception elementary teachers had on autonomous supervision, the more their job performance ability increased. This study attempted to clarify the correlation between elementary teachers' perceived autonomous supervision and job performance ability according to their background factors. Therefore, it is thought that a study will be conducted to identify diverse relationships between several factors related to education on the school spot.