인문계와 실업계 고등학교 교내 자율장학 활동에 대한 인식 비교
Comparative Study on Teachers' Recognition of Self-Supervision Activity in Academic High School and Vocational High School
인문계 실업계 자율장학활동;
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Along with the basic process of supervision(conditioning stage, planning stage, practice stage, and evaluation stage), the study looked into how the teachers' recognition on importance and practice of self-supervision in high schools varies depending on the teachers' gender, experience, position, and school type. Through this, the study has a purpose of providing basic data for effective management of self-supervision after finding out the problems of self-supervision. In order to achieve such purpose, the study made the following study problems. First, is there a difference in the recognition of academic school teachers on importance and practicing of each stage of the self-supervision activity(conditioning, planning, practice and evaluation) depending on the background variables? Second, is there a difference in the recognition of vocational school teachers on importance and practicing of each stage of the self-supervision activity(conditioning, planning, practice and evaluation) depending on the background variables? Third, is there a difference in the recognition on each stage of the self-supervision activity(conditioning, planning, practice and evaluation) depending on the school type(academic and vocational)? In order to solve these problems, the study carried out a literature study and a survey investigation. The questions of the questionnaire were produced to respond to the Likert scale. The collected questionnaires were analyzed with the frequency analysis, t-test and one-way ANOVA. When there was a significant difference after the one-way ANOVA, the post hoc was executed. The analysis was done with the SPSS WIN 10.0 Statistics package and it was validated at 95% reliability level. The following conclusions were made through the study. First, the academic school teachers recognized that every stage of the self-supervision activity is very important. Female teachers showed a low level of recognition on informal supervision of the planning stage and the practice stage. Also, teachers who has teaching experience of 10 to 20 years showed a low level of recognition on every stage. As for the difference in the recognition on importance and practicing of self-supervision, female teachers showed a lower level of recognition on common part and informal supervision. In order to activate the self-supervision activity in academic high schools, they should form an atmosphere where female teachers and teachers with teaching experience of 10~20 years can actively participate in. For effective management of the informal supervision, the teachers' attitude should be positive and the relationship among the teachers should be improved. Also, supervisors should put every effort to have the legal, professional and humane authority. Second, the teachers of vocational schools also recognized the importance of every stage of the self-supervision activity. Normal teachers had a lower level of recognition on the supervision of coworkers than head teachers. Also, female teachers recognized that they have a low level of practice compared to the importance of self-supervision. Therefore, in order to activate the self-supervision activity in vocational schools, the teachers should cooperate, study and promote improvement of lesson plans, common project and interests based on autonomy and cooperation. Also, the teachers need to plan for development of their professional skills, and the principals·assistant principals should encourage and support self-supervision. Third, the teachers of vocational schools recognized that the practicing of self-supervision is low compared to its importance. Therefore, vocational schools should reduce the duties of the teachers, form a atmosphere where they can freely study and reflect the teachers' opinions to the planning stage in order to activate the self-supervision activity. Also, teachers should have positive attitude toward self-supervision and the supervision should be applied diversely depending on the teachers' features and curriculum. Schools should create and apply an evaluation tool appropriate for the school condition and carry out self-evaluations.