유치원 평가인증에 관한 교원의인식에 대한 조사연구 = Study on teaching staffs' understanding on kindergarten evaluation accreditation

다국어 초록 (Multilingual Abstract)

This study is aimed to provide basic data for Kindergarten Evaluation Accreditation System to be settled down and activated in better way by analyzing the teachers' understanding on Kindergarten Evaluation Accreditation System and on its evaluation criteria items. For, nothing is important more than analyzing the understanding status of the teaching staffs at teaching sites in order to introduce the evaluation criteria items and evaluation system that meet the real teaching state of Korea.
In this study, the following issues have been analyzed: the teaching staffs' understanding on the evaluation criteria items of Kindergarten Evaluation Accreditation System and the difference of understanding on such criteria items between headmasters and teachers of kindergartens; and the difference of understanding on the facility types of the kindergartens that such headmasters and teachers are belonging to between them.
This study is based on the survey that has been questioned on 350 headmasters and teachers of national/public and private kindergartens located in Seoul. Among the survey results from such headmasters and teachers, I analyzed the survey results that were answered from 287 ones.
Question-paper for survey was used as a tool of this study. The data gained from the survey was analyzed in the way of Frequency Analysis and X² Verification (Chi-square test). The independent sample t-test was used to investigate whether there was any of differences of understanding between such headmasters and teachers in accordance with their background variables on the evaluation reflective grade of the evaluation criteria items.
This study results indicate the followings:
In terms of the teaching staffs' understanding on the evaluation accreditation system, firstly, it has been indicated that their understanding on the evaluation accreditation system has been getting more extended than their understanding indicated in the previous studies. This result indicates not only that Kindergarten Evaluation Accreditation System that is enforced this year influences the kindergarten teaching staffs in many ways but also that such kindergarten teachers's understanding on the evaluation accreditation system is getting rapidly extended expecting that kindergarten will be also listed in the evaluation list specified in Preschool Education Law. It is, especially, indicated that many of teaching staffs understand the necessity of Kindergarten Evaluation Accreditation System and think that the evaluation accreditation system shall be urgently introduced to the kindergarten sites.
Secondly, many of teaching staffs want to apply for Kindergarten Evaluation Accreditation System properly meeting the law after checking the evaluation criteria items when they introduce Kindergarten Evaluation Accreditation System to their kindergartens. This indicates that they are positive on introduction of the evaluation accreditation system.
Third, they prefer the enforcement type of the evaluation accreditation that is financially supported by competent organizations in connection with the government. They prefer the evaluation process that consists of their own evaluation and external evaluation. That is, it is indicated that they want the evaluation accreditation system to be enforced freely and objectively like in United States and Australia.
Forth, they prefer the format of the evaluation accreditation that is enforced with 5 grades classified for determination of accreditation. They want the evaluation result of only the organizations that meet a certain level to be opened, which is different from the 3-grades system enforced in United States and United Kingdom and different also from the system that opens the evaluation result to the students' parents and onto the net like in Australia, United Kingdom, etc. This result indicates that our own domestic situation shall be considered in enforcement of the evaluation accreditation system.
In terms of understanding on the evaluation criteria items, firstly, most of teaching staffs understand the most of evaluation criteria items are very important. They, however, put the curriculum, personnel environment and physical environment ahead of other items.
Secondly, the reflection of evaluation criteria is valued higher in the group of national/public kindergarten teachers than in the group of private kindergarten teachers. It is valued higher by the headmasters than by the teachers. The evaluation on the teachers is valued higher. This result indicates that all the teaching staffs fully understand the importance of human resources, the importance of teachers, and they are interested in development of specialties of teachers. They do not pay much attention to the cooperation between home and local community. This result indicates not only the fact that they do not fully understand the importance of close cooperation system between home and local community but also the actual situation that there is not a positive effort to make cooperative relation between educational organization and home.
In conclusion, this study result does not indicate a significant difference from the previous studies in terms of the teaching staffs' basic understanding and direction on the kindergarten evaluation accreditation. There is not a big difference of understanding in terms of teaching staffs' position and establishment type of kindergartens. It is indicated that the teaching staffs understand the evaluation accreditation system from their own point of view based on their own background variables.
In addition, Kindergarten Evaluation Accreditation System shall be enforced as soon as possible. It is, however, true that there are not enough studies to introduce this system. There are some of studies for this system. They are, however, only the studies mainly about the preschool educational organization itself. That is, they have been all conducted by integrating the kindergartens and child-care facilities. Many studies should be, therefore, conducted following this study in order to understand what factors the kindergartens need for introduction of Kindergarten Evaluation Accreditation System.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구문제 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 유아교육기관 평가의 중요성 = 7
• 2. 유아교육기관의 평가 인증체제 = 10
• 3. 선행 연구의 고찰 = 25
• Ⅲ. 연구방법 = 32
• 1. 연구대상 = 32
• 2. 연구 도구 = 33
• 3. 자료수집방법 = 35
• 4. 자료분석방법 = 35
• Ⅳ. 결과 = 36
• 1. 유치원 평가인증에 대한 인식 = 36
• 2. 평가인증제의 기본방향에 대한 인식 = 42
• 3. 평가인증제 도입 시 평가단 인적자원 구성에 대한 인식 = 50
• 4. 자체평가에 대한 인식 = 55
• 5. 외부평가에 대한 인식 = 57
• 6. 평가인증 항목에 대한 인식 = 62
• Ⅴ. 논의 = 79
• 1. 결과요약 = 79
• 2. 논의 = 82
• 참고 문헌 = 86
• 부록(설문지) = 91
• ABSTRACT = 103