교육효과성 제고를 위한 통합적 접근의 교사평가체제 개선 연구 = (A)study on the improvement of the teacher evaluation system for enhancing the educational effectiveness based on the holistic approach

다국어 초록 (Multilingual Abstract)

The Primary purpose of this study was to improve the teacher evaluation system for enhancing educational effectiveness based on the holistic approach. In order to achieve this purpose, the major themes of this study were as follows:
First, what are the ways to analyze the concept and function of teacher evaluation, the present teacher evaluation system and its issues, and the style and model of teacher evaluation?
Second, what are the ways to extract the factors related to the teacher effectiveness and the school effectiveness for the teacher evaluation?
Third, what are the ways to develop a new effective teacher evaluation model using by the holistic approach?
Fourth, what are the ways to build a new teacher evaluation system through the test of its validity and practical policies to adapt the new system to the school teachers?
The research methods used in this study were literature review and qualitative and quantitative methods. The questionnaire survey was conducted among the secondary school teachers, principals, vice-principals, supervisors, students and parents in Chollabukdo province, which produced analyses of differences in school level and scale, sex, position in school, school career, the year of teaching service. The qualitative method was used in the analysis of the materials of the in-depth interviews among the secondary school teachers, principals, vice-principals, supervisors, educational officers, parents, and school board committee members.
The major conclusions of this study are as follows:
First, the average of the reliabilities of the teacher evaluation factors is very high as a result of analyzing Cronbach. So the evaluation field is reliable. The element of teachers' ability of the instruction performance shows the highest reliability as 0.927 in the range of evaluating the teacher effectiveness. And the element of the principals' ability leading teachers shows the highest reliability as 0.904 in the range of evaluating the school effectiveness.
Second, this study has extracted 13 factors related to the teacher effectiveness and 12 factors related to the school effectiveness for the teacher evaluation among the total 92 factors as a result of analyzing reliability and factor.
Third, this study has extracted strong correlation coefficients between the teacher evaluation and the teacher effectiveness(0.98) and the school effectiveness(0.81) through the path analysis. And the correlation coefficient between the teacher effectiveness and the school effectiveness is 0.81. So this teacher evaluation system has very high validity.
Fourth, this study has developed practical policies to adapt the new holistic approach system to the school teachers as follows: 1) The evaluation should be done considering the teacher effectiveness. 2) The evaluation should be done considering the school effectiveness. 3) The appraisers should be diversified more than before. Principals, vice-principals, fellow teachers, and oneself should participate in evaluating teachers, but students and their parents are excluded as the direct appraisers of their teachers right now. They can only participate in the questionnaire survey about satisfaction degree of their teachers' instruction. 4) The method of evaluating teachers should be diversified. First, relative and absolute evaluation, and summative and formative evaluation should be used together for each school unit. Second, the frequency of evaluation should be increased to twice a year, that is, once a semester. Third, the fields and standards of evaluating teachers should be specificated for the school levels. Fourth, the period of evaluating teachers should be the whole years of teaching service. Fifth, The rate of evaluation scores right before promotion to vice-principal or supervisor should be increased high to reach the peak of the grade. Ultimately, this system will enforce the teachers who drive to the promotion to activate their educational performance. 5) The results of evaluation should be used effectively to build teachers' truth and lead the teachers to their self-reflection and professional growth eventually. First, the publication and educational feedback of evaluation results should be made. Second, the opportunity of objection against evaluation results or reexamination of ones should be given to the whole teachers. Third, the evaluation results should be used not only by personnel data for undertaking accountability but also by improving professional development. Fourth, the evaluation results should be adapted to distributing merit pay. Finally, the teachers who gains the lowest grade for some years should take reeducation or special training programs.

목차 (Table of Contents)

• 목차
• 표 목차 = ⅲ
• 그림 목차 = ⅵ
• ABSTRACT = ⅶ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구의 내용 = 6
• 3. 연구의 방법 및 절차 = 7
• 4. 용어의 정의 = 12
• 5. 연구의 제한점 = 13
• Ⅱ. 교사평가체제의 이론적 접근 = 15
• 1. 교사평가의 개념, 목적과 기능 = 15
• 2. 교사평가의 유형과 모델 분석 = 17
• 3. 교사평가체제의 변천과정과 쟁점 사항 분석 = 31
• 4. 교사평가체제의 국가간 비교 분석 및 시사점 = 70
• Ⅲ. 교육효과성을 제고할 교사평가의 이론 모형 = 96
• 1. 교사효과성 및 학교효과성의 의미 = 96
• 2. 교사효과성 및 학교효과성과 교사평가 = 100
• 3. 교사효과성 및 학교효과성 제고 요인 = 124
• Ⅳ. 교사평가체제의 실증적 분석 = 132
• 1. 통합적 접근의 교사평가체제 모형 분석과 기본 골격 = 132
• 2. 교사평가에 대한 양적 분석 결과 = 133
• 3. 교사평가 요인간의 관계 분석 = 168
• 4. 교사평가체제에 대한 질적 분석 결과 = 173
• 5. 논의 = 187
• Ⅴ. 통합적 접근의 교사평가체제 모형 및 적용 = 193
• 1. 통합적 접근의 교사평가 기본 방향과 원칙 = 193
• 2. 통합적 접근의 교사평가 목적 = 194
• 3. 통합적 접근의 교사평가체제 모형과 구조 = 194
• 4. 통합적 접근의 교사평가체제 적용 = 196
• Ⅵ. 요약, 결론 및 제언 = 202
• 1. 요약 = 202
• 2. 결론 = 208
• 3. 제언 = 211
• 참고문헌 = 213
• 부록 = 222