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學校經營과 敎師의 人間關係에 관한 硏究 원문보기

  • 저자

    이상수

  • 학위수여기관

    水原大學校 大學院

  • 학위구분

    국내석사

  • 학과

    一般行政 專攻

  • 지도교수

  • 발행년도

    1997

  • 총페이지

    ii, 82 p.

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T8953770&outLink=K  

  • 초록

    The school is an organization consisting of school administrators, teachers, and students. These elements have their own positions and play roles specific to them. Different elements of an organization may have different climates according to their idiosyncrasies and affect the organization from different perspectives. In particular, the atmosphere of a school organization may vary with the school chief's way of operation. Accordingly, the success or failure, especially in the upbringing of genuine man, the principal purpose of school education, depends very largely upon the school chief's operational techniques and the teachers' human relations. In consequence, for a operation to be effectively implemented, the human relations of the teachers, the principal axis of the school, are a prerequisite. With this in mind, this study puts its principal objective on inquiring into the efficiency of school operation and reachers' interpersonal relations. School operation indicates school chief's autonomous and creative educational activities to realize his/her school's ideals, emphasizing establishment of educational goals and educational policies, devising educational plans, operating curricula, guiding teaching and learning, evaluation of education, teachers' activities, and other duties related to teaching profession. The maintenance of such educational conditions and status stipulated by law as personnel management, financial and facility management, etc. to realize the goals predetermined, is a superordinate concept. Domains of school operation include establishing school principles, formulating educational plans, teacher personnel management, building educational environment, handling varied documents, guiding students' learning, collaboration with school-related facilities, and so forth, along with evaluation and analysis of activities. The organization of school operation is characteristic of getting involved with specialized bureaucracy, domesticated organization, organized chaos, and a loose corporate body tendency. The school is a bureaucratic body in which labor of division and professionalized work are carried out well, inhumanity- and power-oriented classes are formed, there are internally made principles and regulations, and the work they do is deemed as a career. As those elements with uncertain and ambiguous goals move frequently, the whole school is characterized by having floating and organized chaos. Inasmuch as teachers perform their duties independently of others and in separate classrooms, i. e., in complete isolation, they may be referred to as a loose corporate body. School operation is required to be operated with emphasis upon the principles of rationality, science, organization, and locality. Since these principles are not ones which have been taken by strict scientific bases, they are apt not to have careful considerations and be equipped with concrete principles. However, as school optation needs to be implemented in compliance with justification, norms, and standards, the principles should be valued. Human relations can be classified according to their structural patterns into bureaucratic, authoritarian, democratic, and liberal relations. These models are expected to enhance the efficiency of school operation by being appropriately applied to different classes, school scales, structural patterns, and cases. The functions building desirable human relations based on Gripice's human relations include proper motivation, understanding of group contexts, full communication, rational use of authority, enhancement of morale, utilization of group dynamics, rational decision making, democratic leadership etc. In addition, According to Hae-Ri Cho's Window, the more one knows about others one another, the more harmonious human elations he may maintain. Desired human relations using the principle of building smooth human relations or of school operation are suggested as follows: 1) When the school chief works in a democratic way with the considerations that he/she is the leader among the colleagues, he/she is thought to broaden the social gap between him/her and other teachers, and contribute to the effective operation of school. 2) Having mutual respect among teachers along with the spirit of collaboration would lead to building a good atmospheres to contribute to school development. 3) As regards interpersonal relations between teachers and students, teachers are asked to treat their students with love and generosity, especially through their leadership. 4) The school steering committee, a corporate body between parents and teachers needs to exhibit its leadership and have a right understanding of education. When seen from varied principles of school operation and desirable human relations, school operation should be oriented to the development of community by carrying out a democratic and scientific school operation and being functioned as a social culture center. For an effective school operation, the kind of atmosphere should be built in which teacher can perform their duties satisfactorily. The prerequisites for this conditions are among a correct understanding of teachers' roles and functions, of individual difference among teachers and the structure of their needs, the relief of the stress teachers have, democratic and active participation in school operation, and boosting morale, etc. When these factors are satisfied, teachers are willing to work in a creative way and pay more attention to students. In conclusion, as is the case with other organization, the school organization also is deemed to enhance the efficiency of school operation only if organization members satisfy their needs, and motivation of morale boosting, and collaboration are satisfactorily provided.


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