교장의 직무수행에 관한 문화기술적 연구 = (An)ethnographic study on job performance by principal

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the type and method of job performance by principal, especially in terms of curriculum operation, teacher instruction, administration and extramural activities. This researcher investigated the types and methods of job performance by the principal for school management, differences in such performance in accordance with school level and size and things most needed to the principal for job performance.
For the better understanding and analysis of the performance, the researcher theoretically examined the concept and tasks of school management and the roles, duties, qualifications, authority and leadership of principal. The study is an ethnographic research that was developed on step-by-step basis. To accomplish the purpose of the study, the researcher sampled and surveyed 9 principals of elementary, middle and high schools under the control of Gyeongsangnamdo Office of Education in accordance with school level and size(3X3). Then the researcher visited schools, observed job performance by their principals and then made interviews with them.

Findings of the study can be described as follows.

First, a variety of works performed by principals are different in importance and proportion. Main types of job performance by principals surveyed here are curriculum operation, teacher instruction, administration and extramural activities. Principals are required to have their own strong leadership.

Second, principals were making curriculum operation in various ways in accordance with school level and size. They were operating curricula in form of internal educational programs.
In accordance with school level, elementary schools are needing much help by students' parents and all providing field learning. Principals of elementary school usually have a regular meeting with students' parents to present their school curriculum. Their class inspection is being made in form of circulatory instruction or attitude observation. There were better negotiations about personnel management affairs, but few public relations through authorities concerned. Middle school principals are paying much attention to official documents and receiving collaborative supports from their regional educational office.
High schools are managing nighttime self-learning and providing complementary instruction, both of which cannot be found in elementary and middle schools. Most high schools are providing curriculum workshops and paying much attention to high-quality student work exhibitions and school feasts. High schools are guiding college entrance in accordance with individual students' opinions. But they have much difficulty in guiding the school life of students. High school principals are actively operating their school management committee and frequently participating in meetings with local chief officials.
Principals of small school have more interest in the fair inspection and evaluation of learning instructions and in school events like student work exhibition and school feast. Most small schools have a good school climate because they can easily grasp personal situations of individual teachers and frequently provide training information and athletic events for teachers. They also frequently hold sessions of school management committee and staff meetings. Most small schools are in rural areas, so their principals often participate in meetings with local chief officials and are active in public relations with authorities concerned.
In medium-sized schools, teachers are often participating in curriculum deliberation and sometimes meeting to reflect educational processes of their school. Principals whose school is large have much interest in making teachers more specialized and providing ideas of instruction, but somewhat ignore official document treatment. They are very sincere in negotiating and checking budgetary supports. Large school principals also frequently participate in educational process conferences.
Differences in principals' job performance in accordance with school level may be correlated with student developmental stages and instructions and supervision by the regional educational office. Such differences in accordance with school size may be attributed to the fact that most small schools are located in rural areas.

Third, principals are generally required to instruct teachers by checking instruction proposals, inspecting and guiding class instructions, improving teaching methods, preparing and managing learning materials, developing procedures of educational program evaluation and selecting books for education and other purposes. In fact, however, principals have interest in supervision itself, but their supervisory activities are lower than average in level. Now it is time to impose new roles on principals. So far principal has been just a superintendent who checks and monitors whether teachers are properly delivering academic knowledge to students. Now the school head should be a influential instructional leadership who cooperates with teachers in developing and operating effective curricula and instruction models. If implemented in earnest, teacher evaluation system would call for such leadership more strongly. In job performance by principal, instructional leadership would be most important.

Fourth, in respect to administration, principals are accepting teachers' proposals if they are determined desirable. Principals also can make their own proposals and openly discuss with all teachers about which proposals are better. Teachers have some paths including teachers' room through which they can engage in school-related decision making democratically. Procedures of budget preparation are disclosed to all teachers. Teachers are mostly allowed to participate in the preparation. The management department of each school supports teachers to easily use budgets for their educational activities. Prior to budget preparation, priorities are decided and deliberated by department directors and general affairs section chief. All school departments present their own budgetary plans that are in turn totally discussed and finally determined. Official documents are first inspected by principal and then classified for teachers' room and management department. Official papers for the former are reclassified by vice principal. Principals are considering committee-related activities very important, especially in relation to school management, personnel and feeding committees. Consisting of students' parents, teachers and community leaders, school management committee is regularly held about 4 times a year. Meeting for budget preparation at the beginning of year and dealing with special issues, if any are main roles of the organization. Personnel committee is directly related to teachers. Principals of personnel management are determined through total discussion and consultation all school members. The organization is reasonably treating personnel affairs in accordance with the principles and standards of personnel management, making possible a democratic school management. Thus the committee is allocating roles to teachers in accordance with their competence and abilities. School events are classified by day of the week and educational schedule is reported in advance. Teachers often use their school Internet website to provide information about planned educational activities, which can be searched by users of education from time to time. Teachers all meet every Monday to share the schedule of the week. Most school affairs are finally decided after teachers fully consider them. Once finally made, decisions are implemented by school personnel and staff as a whole. Principals are spending most time in giving instructions. Nevertheless, they are working through many consultations and negotiations in budgetary affairs, operation of school management committee and personnel organization affairs.

Fifth, principals' extramural activities were involved with community, educational agencies and students' parents. In relation to community, principals participate in new year's greetings and meetings with local chief officials mainly for funding purposes, where they also make conversations with community people and actively make public relations about their school. The main thing principals are doing with educational agencies is receiving supports related to school management, educational activities and facility operation from their regional educational office. Most things done by principals in relation to students' parents are involving those parents' direct participation in school education activities. Examples of the participation include joining membership of school management committee, engagement in school evaluation and supervision, monitoring of feeding affairs, counseling and traffic guiding all of which need time investment by students' parents.

Finally, the most needed skill of principal is instructional leadership under which teaching-learning activities as the key of school education are improved and members of school organization make target-oriented efforts and under which those members work with high expectations. Instructional leadership requires human skills of dealing with persons and processes, professional skills of connecting class instruction with educational accomplishments and managerial skills of leading changes and improvements.
To make principal more professional, more sessions of instructional leadership should be provided as a part of principal qualification training. Such session also need to be contained in job training in order to help principals use instructional leadership more effectively.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 문제 3
• 3. 연구의 제한점 3
• II. 이론적 배경 4
• 1. 학교경영 4
• 2. 교장의 역할과 책무 11
• 3. 교장의 자격과 권한 25
• 4. 교장의 자질과 지도력 37
• 5. 선행연구 고찰 42
• III. 연구방법 46
• 1. 연구의 대상 46
• 2. 방법 및 절차 50
• IV. 연구의 결과 53
• 1. 직무수행 영역 분석 53
• 2. 직무수행 세부영역 분석 55
• 3. 논의 88
• V. 요약 및 결론 94
• 1. 요약 94
• 2. 결론 97
• 3. 제언 100
• 참고문헌 101
• Abstract 106
• 부록 1 113
• 부록 2 118

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