교사 임파워먼트와 교육정책수용도의 관계 연구

다국어 초록 (Multilingual Abstract)

ABSTRACT
The Study of Relationship between Teachers' Empowerment and Acceptance of Educational Policy

Choi, Sung-Hee

Educational Administration and Higher Education Major
Graduate School of Education, Korea University
Supervisor: Prof. Shin Hyun-seok

Assuming that empowerment of teachers will influence the acceptance of educational policy, this study aimed to investigate the relationship between those two factors, and thereby facilitate the enforcement of educational policy by efficiently enlarging the empowerment to teachers.

Following subjects will be discussed in order to accomplish the objectives of this study.

First, how different are teacher's perception of empowerment at school according to their personal backgrounds (gender, age, teaching career, position, teacher's association) and school environment (basis of foundation, number of classes)?

Second, how do the teacher's personal background (gender, age, teaching career, position, teacher's association) and the school environment (basis of foundation, number of classes) affect the acceptance of the 7th educational curriculum?
Third, what relation is shown between the empowerment to junior high school teachers and the acceptance of the 7th educational curriculum?

To accomplish the above objectives, a theoretical examination and an advance investigation through documentations on this subject, and a survey research using questionnaires was carried out. Out of the 432 questionnaires answered by 460 teachers from 22 schools located in Seoul, 428 questionnaires was analyzed excluding the 4 questionnaires that either lacked certain answers or were unreliable.

For this study, Cronbach's α was produced to analyze the reliability of measure instrument. In addition, the analyses of data were conducted by a variety of statistical methods such as mean, standard deviation, t-test, one way-ANOVA, post-hoc analysis, correlation analysis, multiple regression analysis.

The results of the