중등 교사평가 체제의 개선방안 탐색
(A) study on the improvement of secondary school teacher evaluation system
iv, 93 p.
- 원문 URL
It is essential to improve teachers' specialty in order to enhance educational competitiveness in the knowledge-based society of the 21st century and such a goal will be achieved through appropriate teacher evaluation. However, teacher evaluation in Korea has been simply for making decisions related to personnel administration but has made little contribution to the improvement of teachers' professional. The present study purposed to suggest a plan of effective teacher evaluation based on the school field by analyzing how teachers in the school field respond to problems in the teacher evaluation system and solutions for the problems as suggested by researchers. In order to analyze teachers' perception on the current job performance evaluation and improvements suggested by researchers, this study conducted a survey using a self-developed questionnaire. For the survey, the author selected 50 middle and high schools in Gyeongsangbuk-do and sent questionnaires to the principal, the assistant principal, the head of the educational affairs department, the head of the information department and two teachers at each of the schools. The return rate was 88.7%. From the result of analyzing the questionnaire survey were drawn conclusions as follows. First, teachers recognized the necessity of job performance evaluation but their opinion on the operation was generally negative. In addition, they were largely positive of the detailed objectives, contents, methods and the use of results of teacher evaluation but the perception was different according to position. That is, principals and assistant principals were generally positive but many of teachers were negative of teacher evaluation. It is considered an important task to overcome such a difference in perception in order to improve the quality of teachers. Second, teachers' response to plans to improve the teacher evaluation system was more positive in ordinary teachers and particularly those with work experience less than 10 years than principals and assistant principals. This shows that teachers and particularly young teachers want that the evaluation system would be improved to be more impartial, rational and reliable. The teacher evaluation system should be changed throughout all areas of evaluation. However, within the given frame of current regulations, a limited change may be possible by the principal's will. First, to organize an evaluation committee participated by teachers representing school units and have the committee to examine details about evaluation, and the principal construction a system that executes the details. Second, to set the goals of evaluation to be the improvement of personnel administration documents and teachers' professional. Concentrate on the improvement of teaching abilities and have teachers obtain materials for self-development through the feedback of evaluation results, consultation and guidance. Third, to introduce multi-sided evaluation. However, exclude parents and students from regular evaluation and have teachers use data about them as materials for self-evaluation. Fourth, to have school members to participate in deciding the contents of evaluation that reflect the characteristics of the school and are objective, and establish and execute an additional point system by the mutual consent of the members. Fifth, to reflect the results of evaluation in all areas of the school including the deployment of class teachers, rewards and training.