여교원의 승진 및 전직 저해 요인 연구
A study on the obstructive factors of a lady teacher's promotion
iv, 64 p.
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At the present time, educational administrative positions are predominately occupied by males. This study has a two fold purpose: first to identify the reasons for the current situation, and, second, to provide suggestions to redress the gross imbalance in the ratio of female to male administrators, in educational institutions. PURPOSE OF THE STUDY 1) This study analyses the current attitudes of female elementary school teachers, regarding advancing to administrative positions. 2) Yhe results of a survey, regarding the current promotional system, given to female elementary school teachers, are analyzed and reported. 3) The particular factors that serve to discourage and inhibit female promotion to the administrative positions are surveyed and analyzed. 4) New more effective strategies for encouraging females into the administrative ranks, are reviewed. In order to gather the data for this study, 300 people from 24 elementary schools, in Kyonggi Province, were given survey questionnaires. These included people at all ranks (i.e. teaachers, supervisors, vice principals, and principals). The research instrument contained 24 questions. RESULTS (1) The results of the survey show that female elementary school teachers are regarded, and regard themselves, as competent to perform tradional teaching roles, such as classroom instruction and counselling. However, they have few aspirations to move beyond these traditional roles and responsibilities. A second issue regards conflict between the work, and family roles. Traditional family responsibilities for woemen, in Korea, discourage seeking more active work roles. A third issue involves the current system of awarding points, which seem to work against women, by creating even greater conflicts, between work and family responsibilities. (2) It is particularly difficult for women to work in remote regions (e.g. on an island, or in the countryside) where point awards are higher. At the end of the year, evaluations of best teacher, are made. The single largest obstacle to female advancement centers around the inability to gain large numbers of points because of the difficulty of working where acquisition of high points is possible. (3) Women are accustomed to traditional teaching roles. However, although they may desire to become administrators, the reality of family life intrudes. The conflict between traditinoal family roles, and non traditional work demands, are almost insurmountable. In order to overcome these obstacles, support mechanisms at both the family, and school levels, are required. (4) In order to override the artificial strictures of the point systems, capable potential administrative candidates, should be idintified (by alternative means) and allowed, and encouraged to take the advancement test. The current system of a single four year administrative term should be used as a vehicle for discovering and identifying capable (female) administrative candidates. The current system is not without its problems and abuses and measures or refining and strengthening the current system, with a view to accomplishing the stated goal, relative to females, should be undertaken. The results of the survey pose several suggestions to facilitate female advancement to administrative ranks:- (1) These days, there appers to exist a prejudice, favoring male teachers, with regard to promotion to chief teachers. males and females with comparalbe records, do not receive equal opportunity for advancement. Principals and vice-principal clearly prefer to promote males over equally capable females. Care should be taken, in the future, to make promotions, based on merit, rather than sex. (2) The current principle of awarding higher points for working in remote areas, should be revised. Rather than offering higher points, higher rates of pay should be awarded to teachers. This encourages teaching in remote areas, while, at the same time, failing to penalize women, whose circumstances do not generally allow such teaching assignments. (3) The mechanism for achieving promotion, and attaining points, is, at present, not universally available. The procedures and principles need to be widely publicized, and actively be made available to all teachers, as a matter of course, so that information does not depend on random factors. Test dates, qualifications, etc. should be sent to all schools, or teachers, so that each eligible teacher, may, at their discretion, take the exam. (4) At present, only those withvice-principal qualifications are eligible to sit for the test. The system should be broadened to include teachers, who, although not possessing vice-principal qualifications, meet certain predetermined standards, to be allowed to take the test