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국가수준의 학교종합평가 수행에 대한 초·중등교원의 인식 연구 원문보기

  • 저자

    김선동

  • 학위수여기관

    昌原大學校

  • 학위구분

    국내석사

  • 학과

    敎育行政專攻

  • 지도교수

  • 발행년도

    2002

  • 총페이지

    iii, 83 p.

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T8935849&outLink=K  

  • 초록

    The purpose of this study is to examine elementary and secondary school teachers' perceptions about the performance of school evaluation at the national level in accordance with their personal and environmental backgrounds. For the purpose, this researcher surveyed totaled 300 teachers of elementary. middle and high schools located in South and North Kyungsang provinces, Busan, Daegu and Ulsan. Those schools received a nation-level school evaluation and field inspection between 2000 and 2001. The survey was conducted through the combination of literature review and research. In relation, a questionnaire form titled 「A Study on Teachers' Perceptions in Relation to School Evaluation at the National Level」was used. Out of the copies of the questionnaire form as distributed, 214(71.3%) were finally collected and analyzed. The form contained 24 question items which are used to determine elementary, middle and high school teachers' perceptions about the reliability, procedures, methods of the nation-level school evaluation, specialization of the evaluation committee members, validity of reports on the evaluation and the use of results of the evaluation in accordance with those teachers' personal(gender, position, teaching experience) and environmental backgrounds (school level, class size, school location) Each of the responses were reduced into a score according to Likert's Scale. The data were statistically processed using SPSS Program, and verified through One-Way ANOVA and F-test. Results of the study can be described as follows ; 1) Teachers' Perceptions in Accordance with their Personal Backgrounds First, teachers who were school administrators such as principals, vice principals and head teachers who were assigned into school positions were more positive about the nation-level school evaluation than common teachers were. Second, teachers who had longer than 21 years' teaching experience were most positive about the nation-level school evaluation, while those who had not longer than 10 years' teaching experience were least positive. Third, diagnoses made by reports on the evaluation were not sufficiently and properly utilized in actual school education. 2) Teachers' Perceptions in Accordance with their Environmental Backgrounds First, elementary school teachers were even more positive the nation-level school evaluation than middle and high school ones were. Meanwhile, middle school teachers were relatively more positive about such evaluation than high school ones were. Second, diagnoses made by reports on the evaluation were not sufficiently and properly utilized in actual school education. To make the nation-level school evaluation firmly settled and properly understood in the field of school education, relevant discussion and training courses and information should be continuously provided to common teachers having not longer than 10 years' teaching experience, especially at middle and high schools and a system should be arranged to feedback diagnoses made by reports on the evaluation. Basic conditions required for the nation-level school evaluation could be set up in the following ways. First, the success of the nation-level evaluation requires removing teachers' concern that the evaluation would put excessive, unnecessary burdens on them. For the removal, the importance of the evaluation should be continuously informed through training courses, in which ways of mutual relationships between those who conduct and receive the evaluation are sufficiently discussed. Second, the nation-level school evaluation could be most effective when it is conducted by outside independent agencies which are supported legally and institutionally like in other advanced nations. Until such legal and institutional supports are firmly settled, urban, provincial and regional offices of education need to set up their own panel group which is exclusively responsible for school evaluation. Third, a proper implementation of nation-level school evaluation depends on the quality and capability of evaluation committee members. In relation, urban, provincial and regional educational offices should consider making regulations under which teachers having capabilities and qualifications required for school evaluation are appointed as school inspectors who will take in charge of the nation-level school evaluation. Finally, in initial stages of the nation-level school evaluation, which is still in its burgeoning state, cases of school as evaluated excellent should be widely publicized or the evaluation itself should be made in association with school inspection activities. If individual schools accumulate their own know-how of such evaluation later, results of the evaluation could be associated with follow-up supports.


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