女敎師의 昇進에 關한 硏究
(A )study on female teacher's promotion
iv, 54 p.
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In accordance with rapid economic growth, women's participitation in economic activities has been continuously increased. Especially, women's advancement in various professions has been rapidly increased as the level of female education has been improved, and such a tendency is highlighted in teaching profession. Consequently, the feminization of teaching profession has been arisen as a social problem, and it is anticipated that this problem will be gradually serious. Regardless of high ratio of female teachers, the ratio of female administrators and supervisors in teaching profession is extremely low. The purpose of this study is to analyze the factors that obstruct female teachers to be promoted to educational administrators and supervisors in elementary school, and to find out way to accelerate the female teacher's promotion. The detailed questions to realize the aim of this study are as follows; (1) What are the differences between male and female teacher's awareness of the promotion to school administrators and supervisors? (2) What are the differences between male and female teacher's perception on the appointment system and requlations concerned with teachers promotion to school administrators and supervisors? (3) What the factors that obstruct the female teachers to be advanced in positions of school administrators and supervisors? (4) How can facilitate the promotion of female teachers in elementary schools? In the present study, firstly, a literature survey was carried out. After that, based on the literature survey, the author designed a questionnaire that is to examine teacher's awareness of the promotion and to survey teacher's perception on the obstructive factors in the female teacher's promotion. The questionnaire was distributed to 130 teachers of 4 elementary school in Yong in Gun. Finally, the collected data were analyzed, and the conclusions reached in this work are summarized as follows; (1) Female teachers recognize that the promotion largely affects to the degree of satisfaction in their teaching profession, but they have poor knowledge about the higher ranks, and they are less self-confident of their promotion. In cosequent, they may be much less ambitious of the promotion than male teachers. (2) Most female teachers regard that the teachers promotion regulation is more disadvantageous to female than male teachers and the regulation has been enforced with disavantageous of female teachers. Female teachers feel that they have disadvantageous in having a chance to work at islands and remote places, getting an appointment as a master teacher, appraising teachers jobperformance records, and school envirnment to give the first consideration to male teachers. Therefore, it seems likely that an extensive study will be needed to analyze this task more in detail. (3) Most teachers prefer the new regulations concerning the principal's term and examination for employing school supervisors, which have been enforced since 1991. It may be necessary to supplement these regulations properly in order that almost all teachers can be satisfied with revised reguiations. (4) Most of male and female teachers understand that more female teachers should be promoted to school administrator and supervisors, and this perception reflect that the feminization of teaching profession has been admitted affirmatively. (5) More than half of male teachers and female teachers recognize that male persons are egual to female persons in their abilities of school administrators and supervisors. The researcher think it desirable that the atmosphere of androcentrism at the teaching profession in fading and that the abilities of female teachers are extending.