學校 自律奬學의 實態와 改善方案 摸索에 관한 硏究

Abstract

영문초록 포함|This study is intended to inquire into the reality of school autonomous supervision in elementary school and present its improvement measure. As a result of inquiry, it was found that the level of the teaching staff's perception on the reality of school autonomous supervision or learning promotion was as follows: Firstly, in geneal, it was shown that male teachers perceived school autonomous supervision to be more necessary in improving the professionalism of the teaching profession than female teachers and chairpersons did so than ordinary teachers, and that male teachers and chairpersons showed a higher level of its use and its preference than female teachers and ordinary teachers, respectively. It is thought that male teachers and chairpersons had a higher positions and led an activer life in the resultant educational life than female teachers and ordinary teachers in terms of gender and position. Secondly, every elementary teacher felt a need for school autonomous supervision or learning promotion, and especially the group of teachers with brief teaching career and younger teachers though colleague supervision or self-supervision and self-training to be more necessary than class supervisin or summary supervision. In contrast, the group of teachers with long teaching career and older teachers accepted class supervision and summary supervision as relatively more positive than that of teachers with brief teaching career and younger teachers. Accordingly, schoolmasters and vice- schoolmasters will have to make good use of the activity of supervision, or learning promotion as those in charge of learning promotion guidance so that it may be carried out reasonably and harmoniously by making a good grasp of it. Thirdly, as for the school autonomous supervision activity carried out on the school spot, it was shown that the group of teachers with long teaching career and old-aged teachers accepted class supervision or summary supervision as more positive than that of teachers with brief teaching career and younger teachers. It is thought that this is due to the fact that the group of long-career teachers and old teachers had a diesire to advance to the positions of schoolmaster or vice-schoolmaster or to promote to the position of the government school inspector or government school researcher in the future. Fonrthly, being the leading member of the school community in terms of career or age, the chairperson tends to adjust himself to school autonomous supervision naturally and accept it as natural.