사립학교 학교운영위원회 운영에 대한 문화기술적 연구
(An) Ethnographic Study on the Management of School Board in the Private Secondary School
사립학교 학교운영위원회 문화기술 교육행정;
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A majority of secondary schools in Korea is private schools and they get almost all the financial and administrative support form the government as do national and public ones. Nevertheless, unlike in national, public schools, their school management board are operated as a consultative body. Though school management board is in the core of the government's educational renovation and important thing in the course of the road to the success of educational autonomy, they are organized and operated without these uniclue functions. School management board in the private schools, who now face the fourth year after enforcement should play some role in converting parents' healthy attention to education, and can provide the community with a high Quality of education as a core of educational administration, so this study has focus on the effective operation of school management board in the private schools. To put the board in place and to provide necessary data for policy-building and effective operation, the issues for the study are as follows. 1) How are the members of the board elected? 2) How are the matters handled in the board? 3) What is the process of decision-making in the board? This study suggests the results which got from two interviews with and participations in the board meetings, which hold 11 members, in C city, Gyungnam province. Firstly, the election for the members didn't have many participants because of the lack of public information, urgency in time, and administrative director's heavy involvement into election. Teachers applied for a teacher member had difficulty in free application for a member and grasping the situation of registration because instead of director in charge of election and administration director from the schools take over the initiation and encourage the teachers, who were in favor of the schools, to register and even the principal in advance trust them. In case of the parents applied for a parents member, because of the lack of public information, the participation rate was low, which led to the election without vote in the first grade and second grade, only in third grade two of the applicants were elected by vote. As for a district member, in particular, three people who ahd been designated by the schools were elected in the clapping of hands and inteh words "lets elect this people as a district member!" without any teachers' and parents's opportunity for recommendation and without any vote. Secondly, only the matters which were suggested by the schools were discussed and there weren't any matters suggested by the members and sub-board weren't also be organized and operated. Most of the matters had been under operation or had been completed so the discussion was limited to report on them, and though the important matters such as meal service, excursion, training, album-making, etc. were completed, they weren't suggested for discussion. Many of board members didn't know about what matters should be discussed in the school board. Thirdly, in decision-making, late distribution of materials which have the day's discussing matters, short meeting period, the teachers' passive attitude and preference for convenience, parents's fear for their children's disadvantage, district members' difficulty in grasping the schools' situation, and first of all administrative director's unnecessary involvement into the meetings instead of their unique roles as a manager made discussion impossible. Most of decision-makings on the matters suggested were completed by the words, "any objection?" by the chairman, it is partly because the majority of members were elected by the schools.