보직교사의 기능과 갈등에 관한 硏究
A study on the role and the conflict of board member teachers
iv, 72 p.
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This thesis aims to find a more effective way of school management examining the conflict that board member teachers feel and its influences on school administration through exploring and comparing the conflict as well as the role of board member teachers in the aspects of the execution of their duties, human relationship, and system considering various factors which cause the conflict. For this purpose, we surveyed the role of board member teachers through related laws, precedent studies, and some articles on it, and researched and analyzed the conflict that board member teachers feel, and then tried to present solutions as well as the problems of board member-teacher-system which provokes the conflict. First, A survey through a questionnaire showed that the first reason that board member teachers are not satisfied with their execution of their duties is (because of) the lack of discretionary power, and the second reason is the order of their superior administrators and the vagueness of the limitation of their authority. Another reason that they can not have specialized role is that their status is not guaranteed by law. The questionnaire also showed that the in service training to improve the speciality of board member teachers isnot enough, and administrators and teachers are not willing to pay enough regard to their opinions. We also found out that it is essential(necessary) to give board member teachers more time by reducing the burden of teaching, and to clear out the limitation of their authorities. At the same time for the exhibition of specialized functions. We should not neglect that (to raise speciality) the in-service training should be practiced. Second, according to the examination of the human relationship of board member teachers, their tendency to follow their superior administrators causes teachers' disagreement against the prosecution of administrative affairs by board member teachers. Even though board member teachers contribute to proficient school management by advising their superior administrators, it is also true that they exert only a little influence on formulating plans for education or financial decisions. Therefore principals should encourage board member teachers to participate in formulating as well as devising educational plans, distributing duties, and making financial decisions, for proficient school management can not obtained without democracy in education. Third, the analysis of the questionnaire found out that the introduction of a system under which only teachers who will get licenses can be appointed as board member teachers is most widely supported. So we suggest that 'a new license system' should be introduced to let board member teachers distribute to proficient school management with self-esteem and self-consciousness as leading members and superior teachers in official rank. At present it became clear that board member teachers are appointed by optional decisions of principals only or by agreement between principals and assistant - principals. And there is a good reason to believe that board member teachers have to obey the order of the principals because it also came clear that teachers want to be appointed board member teachers to get a chance for promotion, for board member teachers tend to be given better service - records, which is a all-important requisite for promotion. So board member teachers can cause a conflict between their inferior teachers in official rank and themselves, because they fail to convey the wills and opinions of teachers to principals who are their superior supervisors, even though they are expected to play an intermediary role between principals and teachers. Considering this, it should be said that an introduction of a new system while demands only teachers with special qualifications can be assigned to a position of a board member, and activating the role of liaison and harmony by drawing decisions in democratic ways are essential for effective school management.