學校 自律奬學活動에 대한 敎師知覺 分析에 관한 硏究

Abstract

Through the descriptive study and the questionaire research, an analysis and grasp were made of what difference there was, depending upon teacher's background, among the forms of supervision that they perceived in relation to the domain of school instruction among the autonomous supervision activities of the school. And this study was intended to acquire the suggestive points for the development of autonomous supervision activities. The findings obtained by analyzing the questionaired recovered in this study were summarized by domain as follow: 1. Teacher's perception of self-supervision When an inquiry was made into there self-affirming responses to self-supervision by there sex, position, and place of service, the made teachers showed affirmative response to self-supervision than the female teacher, the clairperson showed a stronger response to it than the common teacher, and the teacher in the competitive school showed a more affirmative response to it than the teacher with less career of teaching showed a stranger self-affirmative response to self-supervision than the teacher with the teaching career of more than 20 years, the teacher with higher academic background exhibited a more affirmative response to self-supervision than the teacher with lower academic background and the teacher of 41 to 50 years old was shown to have the higher degree of perception on self-supervision than the teacher of more than 51 years old. 2. Teacher's perception of Comradely supervision Their degree of perceptional response to comradely supervision in which fellow teachers observe, advise, discuss, and study school each other was shown to be higher for female teachers than for male teacher, for chairpersons than for common teachers and more affirmative for the teachers in the competing school than the teachers in the non-competing school. Seen from the perspective of teaching career, it was shown that the teachers of medium standing with the career of more than 16 years had a higher interest in Comradely supervision than the teachers of less than 10 years in career, and, from a perspective of academic background, it was shown that the teachers of more than graduation from college had a higher interest in Comradely supervision than the teachers of lower academic background. It was revealed that the teacher of more than 41 years old had a higher response to Comradely supervision to than the teacher of less than 40years old, and it was shown that the teachers belonging to the higher age group had a rather low concern for it. 3. Teachers' perception of daily supervision. The daily supervision was shown to be higher in its affirmative degree for the male teacher than for the female teacher, for the chairperson than for the common teacher and for the teacher in the non-competing school than for the teacher in the competing school. And, the teacher with much career of teaching was shown to have a affirmative response to daily supervision than the teacher of low teaching career, and it was shown that the higher their academic background was and the older the teacher was, the higher response they had to it daily supervision. 4. Teachers' perception of Clinical supervision. It was shown that the degree of response to clinical supervision observed and analyzed by the supervisor was higher for the male teacher than for the female teacher, for the chairperson than for the common teacher and for the teacher in the non-competing school than for the teacher in the competing school. The higher career of teaching the teachers had, the more affirmative response they showed to clinical supervision and it was shown that the lower academic background the teachers had, the more affirmative response they showed to clinical supervision.