敎員成果給制度의 運營實態에 관한 硏究
(A) Study on the Present Condition of Teacher's Performance-Based Pay System
i, i, 68p.
교원성과급제도 운영실태 의견수렴 교육행정;
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The purpose of this study was to examine in which way the performance- based pay system was actually implemented in school in an effort to help improve that system. The research questions were posed as below: (1) What types of problems do the performance-based pay system for teacher trigger? (2) Is there any gap among schools of different grades in the way of gathering opinions from organizational members about the performance-based pay system? (3) Is there any gap among schools of different grades in the way of applying the performance-based pay system? To address the research questions, earlier studies and all sorts of literature on the performance-based pay system were reviewed to find out what problems it was faced with, and phone interview was utilized to see how the performance-based pay system was implemented in schools of different grade. Specifically, it's attempted to have an interview to identify how to gather opinions from organizational members, in which way the 10 percent of school budget were distributed and what teachers thought of that system. The subjects in this study were 85 schools located in a city of south Gyeongsang province, which included 43 elementary schools, 24 middle schools and 8 high schools. The assistant principals from the selected schools were interviewed by phone. For data handling, statistical data on simple frequency and percentage were obtained in consideration of the background variables of the selected schools, including school grade, type of foundation, location and size. The major findings of this study were as follows: First, the staff meeting(47.1%) was the most common channel for the schools to gather opinions from their organizational members. The second largest way was through representatives(32.9%), and the third most common route was conference among head teachers(17.6%). And the fourth most frequent case was that the school managers made a decision(2.4%). Second, the way to gather opinions from organizational members was different according to the characteristics of the schools. By type of foundation, the public schools did that mostly in the staff meeting(53.1%) and through representatives(43.3%), whereas the private schools utilized the staff meeting(83.3%) in most cases. The elementary schools in the urban area preferred the staff meeting(40.1%) and the head teacher conference(31.3%), while the schools in the rural community preferred the staff meeting(54.5) the most. By school size, the smaller schools were fond of the staff meeting(84.6%), but the larger schools gathered opinions from representatives(45.9%) or the head teacher conference (84.6%), which indicated they focused on what the teachers in charge of the same graders or in the same department said. The findings of this study about how the teachers were paid was as follows: First, the schools paid their teachers in diverse manners based on their performance. The 2003 salary and bonus guidelines for educational government workers recommended that teachers be paid according to teaching career. But the schools paid their teachers in light of teaching career(76.5%), teaching load(4.7%) or position(4.7%). Some of the schools (16.5%) paid every employee equally. Second, the intent of the performance-based pay system weakened, as some schools offered equal salary to every employee, which accounted for 30.2 percent of the elementary schools and 4.2 percent of the middle schools. However, those schools reported to the educational authorities as if their teachers were paid based on teaching career. The relationship-motivated school culture seemed to drive more elementary schools to apply the performance-based pay system in a wrong way. The above-mentioned findings suggested that the schools investigated generally gathered opinions from their organizational members in a democratic manner and paid them in different ways according to school characteristics. However, the teachers paid little attention to the performance-based pay system, and that system didn't function as intended. It's required to improve the performance-based pay system so that it could be applied in diverse ways to cater to school circumstances.