初等敎員이 期待하는 學校長의 指導性에 관한 硏究

Abstract

The purpose of this study was to contribute to the school field by analyzing what leadership the group of teachers expected from the school master and probing a desirable image of the schoolmaster. To attain this goal, both the descriptive study and the questionnaire research were conducted to investigate the high quality school-centered curriculum development and a new method of school management for each background variable(gender, assigned position, teaching experiences, school size and work area). Data from them were statistically analyzed using the statistical analysis program. Cronbach's alpha coefficient was calculated and t-test and ANOVA were conducted to obtain useful results. As a result, the following findings were obtained: First, an attempt was made to inquire into the schoolmaster's leadership for the teaching-learning domain according to each teacher's background variable. As a consequence, chairpersons and teachers working in the small-scale school showed a more positive response than ordinary teachers and teachers working in the large-scale school, respectively, in terms of assigned position and school size only, of five background variables. Male teachers and teachers working in the urban area showed a more positive response than female teachers and those working in the rural area, respectively, in terms of gender and work area. Accordingly, it is thought that the schoolmaster should analyze several factors that have an effect on the outcome of learning as well as the development of the curriculum program for schoolchildren and take the best of his/her discretion through subject activity, discretionary activity, special activity, school event, guidance and the like to attain the educational goal. Second, it was found that there was a slight difference on the domain of educational reform by the schoolmaster according to background variables, which was not statistically significant. It was found that the schoolmaster should not be school leader and supervision leader, not administrator, for specialization of teachers and reasonable financial operation and that financial resources should be as much decentralized as possible at a school level. Third, an attempt was made to investigate school management and shared decision making authority. Chairpersons showed a statistically more significant response to it than ordinary teachers. This indicates that the schoolmaster should expand the scope of teachers' decision making and establish and maintain he specialized horizontal relationship rather than the vertical relationship in terms of his/her relationship to teachers. Fourth, it was found that there was a very significant difference on the free school atmosphere, morale promotion and friendly conditions according to assigned position and school size. Therefore, the schoolmaster should stir up the morale of teachers by collecting developmental and productive opinions in the process of his/her conversation with teachers and through thoughtful consideration of the improvement of the poor working condition. And the schoolmaster's role should be emphasized in that he/she should pursue for excellence and educational essence and the structural change of the future society be preceded to attain the proper function of administration.