학교장이 인식하는 교육과정운영상의 갈등관리방안 = A Study on Conflict-Management Strategies for Principals Effective Accountability : The Conflict-Management Program between Principals and Teachers for Curriculum Operation|RISS 상세보기

다국어 초록 (Multilingual Abstract)

1. The necessity of Research
The expectation and the need of regular schooling is increased in proportion to the diversification and specialization of a society. A ultimate solution of problems like the poor public education and the school feud of today's hot issue is reached to the ultimate conclusion of the substantial problem that is how manage the school effectively.
Principals have to be equipped with the sufficient ability to manage the school conflict. That is what principals have to do as the leader of school in this century.
So what the principals investigate the truth of a mental conflict between schoolteachers during managing the curriculum operation that is the nucleus of the school-management come down to not only the evolutive establishment of a primary role of principal but also the convenient school-management. Therefore I am in need of research of the principal's conflict-management program to maximize the school education.
2. Research objective and the Question at issue
The objective of this research is to make an alternative proposal of conflict-management within the school and to maximize the efficiency on curriculum operation by analyzing deeply the real conflict that both of the schoolmaster and the teacher are experiencing on the basis of the study of a conflict cause and the conflict-management originated from curriculum operation.
To achieve research objective, the specific projects are like this:
Research Question #1. What is the difference depending on the principals' sex and a career in the awareness of the conflict about human relations between the teachers related to curriculum operation of the principals?
Research Question #2. What is the difference depending on the teachers' sex, a experience at a managerial level and the teaching professional career in the awareness of the conflict about human relations related to curriculum operation of the teachers?
Research Question #3. What is the solution of the conflict about human relations of the principals related to the management of the curriculum operation occurred in the elementary school?
3. Method of Research
There are 3 steps to conduct researches of the conflict of curriculum operation.
Step 1.
To develop the research tools, a field of a high rank and a field of a lower rank are drawn in connection with principal's conflict management of curriculum operation based on scholar's theory and preceding study, making the question of a field of a lower rank and developing a evaluation standard and interview contents.
A field of a high rank are divided the principal and the teacher.
A field of the principal, one of the field of a lower rank, is the five-field composed of 66 questions; organization culture, communication,curriculum operation, decision and changeable leadership.
A field of the teacher, one of the field of a lower rank, is the five-field composed of 40 questions; a opinion of the teacher about experiencing the conflict, a opinion of the teacher about perceiving the conflict, the general experience of the teacher's conflict, the conflict between teachers and the conflict of the principal's curriculum operation.
Step 2.
To verify the feasibility of the research tools, 106 questions are verified by pedagogy professor. There are two preliminary ways to verify the feasibility : one is to give out the principal questionnaire to the 52 trainees of incumbent principals, a student of graduate school of Public administrative at Seoul Nation University. The other is to give out the teacher questionnaire to the 48 sitting public school teachers in Seoul. As a result of the preliminary verification, 104 questions are over 0.6 of confidence coefficient except for 2 question for the principal.
Step 3.
The results of the 182 questionnaires for the principal are like this: male is 86.3% and female is 13.7%. The teachers of the education career 2 years and downward is 56.6%, the teachers between the careers of 2 years and 4 years is 29.1%, and teachers from 4 years up is 14.3%.
The results of the 1,780 questionnaires for the teacher are like this: male is 18.4% and female is 81.6%, 69.4% of them have the experience to hold the master teacher. Among them, the teachers of the career 2 years and downward is 38.4%, 7 years up is 35.1%, between the 2 years and 4 years is 17.2%, and between the 4 years and 6 years is 9.3%.
The teachers from 20 years is 42.8%, The teachers of the education career 10 years and downward is 31.3%, and the teachers between the careers of 10 years and 20 years is 25.9%.
To verify the data of this research, I use the SPSS program for Windows ver. 12.0. First, I computed 'Cronbach's α' to verify the confidence coefficient of the measurement tools. Second, I also did each the average of the question and standard deviation to apprehend an all-inclusive effect of the questionnaires for the principal and the teacher. And the verification ways about the differences between the groups according to the background variable are t-verification and F-verification. I examined the differences between the groups closely using the Dunca's post verification when finding a meaning difference in a variable,
4. Research Results and Proposal
First, To structuralize the horizontal relationship among the principal, teacher and parents of students in the school organization culture, it is required to embrace the alienated teachers and to run a external opinion in connection with the internal curriculum operation. The organization of school have to do the continuing democratization and clear management.
Second, To come to a mutual understanding affirmatively, it is required to change downward communication structure into bottom-up communication structure by forming a harmonious human relationship between the groups. The vice principal and the master teacher must arbitrate between the gaps of the school teacher as a role of meditator.
Thirdly, collecting and reflecting the school teacher's opinion for curriculum operation is very important because it is directly related to the trust and the respect between the principal and the teacher. Ownership, 'the teacher is curriculum and the reverse is same', meets with good results: self-improvement of the teacher, cyber scholarship for the better course.
Fourth, in spite of the various system of collecting a opinion, the need of the horizontal relationship among the principal, teacher and parents of students in the school organization culture emphasize on the importance of the manager's awareness and a operating method. This is directly related to the emotion management, so called, that means humane culture.
Fifth, the teachers have the recognition that the principal leadership play a role as a arbitrator to set up the horizontal relationship between the school teachers notwithstanding the their difference. It means also ability of negotiation.
The results deduced from this research proposed the following truths.
1. The succeeding research reckoning with the rank of school and a regional specific character are required because an object of this research is limited to the principal and the teacher in Seoul Metropolitan Office of Education.
2. This research are trying to settle a objective by indicating the questionnaire that is not same between the principal and the teacher considering the specific character of the teacher's position. The succeeding research that is different from this research is required.
3. The succeeding research that complement the qualitative research way about the social and psychological effect of the principal and the teacher is required because that is limited to a in-depth interview in this research.

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국문 초록 (Abstract)

학교장이 교육과정을 운영하는 과정에서 교원상호간의 사회심리적 갈등을 규명하는 일은 학교경영의 수월성은 물론, 교장역할제고에 바람직하다. 따라서 교원상호간 경험하는 갈등실태를 심층적으로 분석하여 갈등관리방안을 제시하는일은 학교교육과정 운영의 효율을 극대화 한다. 연구문제를 규명하기위해 교장영역64문항,교사영역40문항을 추출 적용하여 일련의 통계과정을 거친 결과 첫째,학교장의 교육철학에 근거한 참여민주화를 바라는 학교조직활동을 바라며, 둘째, 교감과 부장교사들이 앞장서 갈등을 조정역할을 강화하는 의사소통하기를 바라며, 셋째, 구성원 모두가 실질적으로 참여하는 교육과정 운영이어야 자기계발,수업능력향상을 기할 수있으며, 넷째, 사람의 내면에 흐르는 정에 부합하는 인치를 우선시하는 문화풍토에서 의사결정이 이뤄지기를 바라며, 끝으로 교사들을 포용하는 상태에서 민주적인 조정과 협상이 이뤄지는 리더십을 바라는 것으로 나타났다.

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학교장이 교육과정을 운영하는 과정에서 교원상호간의 사회심리적 갈등을 규명하는 일은 학교경영의 수월성은 물론, 교장역할제고에 바람직하다. 따라서 교원상호간 경험하는 갈등실태를 ...

목차 (Table of Contents)