學校長의 單位學校 責任經營制가 敎師의 職務遂行에 미치는 影響

Abstract

The purpose of this study was to investigate the effect of the principal's responsible unit-school management system on teachers' job performance. For this purpose, this study used SAS(Statistical Analysis System) program for statistical treahnent of data from the questionnaire research. And it attempted to test the level of significant difference between groups at the level of P<.05, P<.01 and P<.001. Pearson's product-moment correlation coefficient to identify the correlation between the principal's responsible unit-school management system and teachers' job performance. Based on the study results, the following conclusion was drawn: first, it was found that there was the highest correlation between the principal's responsible unit-school management system and the operation of the educational process or curriculum followed by financial operatiorl, personnel management and then classes and supervision. This tells that the operation of the educational process was most smoothly made in the responsible unit-school management system. And it implies that the establishment and enforcement of the school budget are efficiently made in terms of financial operation, which the principal's autonomy has recently been much expanded. But more autonomy should be conferred on the principal in establishing the school budget. And government should expand the educational budget so that the school budget may be fully secured. And there was no significant difference in each field of the principal's responsible unit-school management system according to sex, but the high response of chairpersons and highly experienced teachers shows that they took an active part in each field and expressed their opinions. On the other hand, young teachers and no-position teachers took a passive part in it. Therefore, it is thought that the posture of accommodating diverse opinions from them in a broad way. Second, it was found that there was the highest correlation between teachers' satisfaction with teaching job peformance and administrative support. And it also was found that it had the high correlation with the operation of educational process, working conditions and community relations. In this light, it can be found that administrative support for teaching job performance was most smoothly provided and teachers were satisfied with their working conditions. But it was found that there was no significant difference in the level of teaching job performance according to sex, but teachers with short teaching service showed the relatively low level of job satisfaction, which they had much difficulty with teaching job performance due to the lack of experience. Therefore, it is thought that it is necessary to take a posture of more meticulously and kindly coaching and counseling with a little more interests in them. Third, it was found that there was a high correlation between the responsible unit-school management system and the level of satisfaction with teaching job performance, which indicates that the responsible unit-school management system is allowing teachers to have the high level of satisfaction with teaching job performance. Especially, financial operation, curricular operation personnel management and decision-making had the high correlation with administrative support, which indicates that the principal provided the most smooth administrative support in the responsible unit-school management system to suit the characteristics of the school. Fourth, it was found that teachers thought the responsible unit-school management system to be efficient in school operation and were generally satisfied with their teaching job performance. But it was found that there was a moderate correlation between classes and supervision, and teachers' self-realization, and it is thought that the principal should engage in school administration with more interest in this area in order to raise educational excellence. Fifth, it is found that there was a minimal difference according to sex, but there was not statistically significant difference, which indicates that the equalization of thinking is realized between male and femake teachers. But it was found that there was a very significant difference between chairpersons and ordinary teachers and between highly educationally experienced and less experienced teachers. Therefore, it is necessary to take a special interest in and give consideration to no-position teachers and less experienced teachers and probe the plan to allow them to feel worthwhile in their teaching position and provide them with the arena for their self-realization.