유치원내 자율장학에 대한 교사들의 인식 및 활성화 방안에 관한 연구 = The study on the Teachers′ Recognition and Revitalization for the self-controlled supervision in the kindergarten

다국어 초록 (Multilingual Abstract)

The purpose of this study is to provide basic information necessary for promoting the internal autonomous supervision of kindergarten and propose a better direction of the supervision substantially useful to kindergarten teachers by investigating those teachers’ perceptions about such autonomous supervision and the current status and problems of the process.
For the purpose, this researcher randomly sampled and made a questionnaire survey of 300 teachers of kindergartens located in Changwon, South Gyeongsang Province.
Data collected were statistically processed using SPSSWIN Program to obtain frequency and percentage(%) for each question item. Then x2-test(Chi-square test) was made to know a basic understanding of internal autonomous supervision and the current status and problems of the supervision and determine differences in teachers’ perceived ways of promoting the supervision in accordance with their career, license, kindergarten size and kindergarten type
Results of the study can be summarized as follows.
First, regarding perceptions about internal autonomous supervision, most kindergarten teachers were found relatively knowing the concept of the supervision, followed by very well knowing and just knowing in order.
Second, in regard to the current status and problems of internal autonomous supervision, most kindergarten teachers responded that the supervision was being made once a year, followed by 2 times a year, more than 4 times a year and 3 times a year in order.
Third, the way of promoting internal autonomous supervision kindergarten teachers considered most effective was field research, followed by lecture by invited lecturers or workshop, and feedback after test class in order.
Based on these results, the researcher could reach the following conclusions.
First, kindergarten teachers relatively well know the concept and styles of internal autonomous supervision and agree that the supervision is necessary for improving the quality of kindergarten education.
Second, kindergarten teachers most prefer peer supervision through collaborative interactions. They say that peer supervision helps develop and improve teaching methods and materials, improve confidence as teachers, obtain professional knowledge and improve interpersonal relation skills.
Obstacles to the internal autonomous supervision of kindergarten include administrative supervision ignoring teachers’ opinions, negative attitudes of teachers about supervision, insincere supervision just as a kindergarten event and unspecialized supervisors.
Third, promoting the internal autonomous supervision of kindergarten requires the improvement of related environments, financial support, formation of appropriate conditions, strengthening the education of incumbent supervisors for their more specialization, development of effective programs for autonomous supervision, reduction in teachers’ burdens of teaching and miscellaneous works, provision of supervision-related materials and educational information, encouragement of voluntary study groups and the establishment of supervision information center. The promotion also necessities roles by the director and inspector of kindergarten that keep the climate of the organization healthy.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 문제 3
• 3. 용어 정의 3
• 4. 연구의 제한점 3
• Ⅱ. 이론적 배경 4
• 1. 원내 자율장학의 의미 4
• 2. 원내 자율장학의 특성과 영역 7
• 3. 자율장학 유형 10
• 4. 선행연구 고찰 16
• Ⅲ. 연구 방법 20
• 1. 연구 대상 20
• 2. 측정 도구 20
• 3. 자료 처리 21
• Ⅳ. 연구결과 및 해석 22
• 1. 원내 자율장학의 기본적인 인식 22
• 2. 원내 자율장학의 실태와 문제점 32
• 3. 원내 자율장학의 활성화 방안 42
• Ⅴ. 논의 49
• Ⅵ. 요약 및 결론 52
• 1. 요약 52
• 2. 결론 55
• 3. 제언 56
• 참고문헌 57
• ABSTRACT 59
• 부록 61