Teachers are mediators to connect learners with curriculum, and are people who continuously interact with students by the guidance. Therefore, teachers are the most important factor in education like the proverb that the quality of education cannot ex...
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RISS 인기검색어
초등교사 직무기준 개발 및 적용 연구 = Developing job standards for elementary teachers and their application to school setting
한글로보기https://www.riss.kr/link?id=T11486639
- 저자
-
발행사항
대전 : 충남대학교, 2008
-
학위논문사항
학위논문(박사) -- 충남대학교 대학원 , 교육학과 교육행정학·교육사회학전공 , 2008
-
발행연도
2008
-
작성언어
한국어
-
KDC
375.213 판사항(4)
-
DDC
372.11 판사항(21)
-
발행국(도시)
대전
-
형태사항
v, 172 p. : 도표 ; 26 cm
-
일반주기명
참고문헌: p. 134-141
-
소장기관
- 국립중앙도서관
- 충남대학교 도서관
- 국립중앙도서관
-
0
상세조회 -
0
다운로드
부가정보
다국어 초록 (Multilingual Abstract)
Teachers are mediators to connect learners with curriculum, and are people who continuously interact with students by the guidance. Therefore, teachers are the most important factor in education like the proverb that the quality of education cannot exceed the quality of teachers.
Elementary school teachers are not likely to be considered as professionals and are required to carry out a variety of activities. The absence of job standards prevents teachers from concentrating on their professional duties. Recognizing this as a serious problem, this study aims at developing job standards for Korean elementary teachers and to analyze the daily practices of teachers utilizing the developed standards. To examine the daily practice of elementary teachers more accurately, the gap between the perceived importance of jobs and actual frequency of the jobs is analyzed.
In order to address the problems, research questions are developed as follows:
Research Question 1. How are the job standards of elementary teachers developed?
1-1. What are the job areas and job elements which can comprise of job standards of elementary teachers?
1-2. Are the job standards developed by the study reliable and valid?
Research Question 2. Are there any perceptual differences between the importance and daily practice of elementary teachers' jobs?
2-1 Are there any differences between the importance and practice of elementary teachers' jobs according to the background variables?
2-2 What kind of jobs do elementary teachers perceive more important and carry out more frequently than others.
As the first step to develop job standards of the elementary school teachers, the researcher examined a variety of literatures and previous studies. A total of 142 job contents, 35 job elements, and 7 job areas were identified. As an attempt to secure construct validity, two consecutive factor analyses were performed. Using a survey instrument developed by the researcher, exploratory factor analysis was done first, then, confirmatory factor analysis was carried out again to get the congruence of the factor structure. To get the content validity, a group of panel comprised of experts in elementary education was convened and provide opinions and feedbacks through a series of discussion sessions.
For the exploratory factor analysis, questionnaires responded by a total of 241 people including 31 principals, 41 vice principals, 159 elementary school teachers, and 10 supervisors were utilized. Confirmatory validity was executed to 294 people comprised of 19 principals, 20 vice principals, 246 teachers, and 9 supervisors in order to check the importance of job standard.
Spss/win 13.0 package was utilized to perform exploratory factor analysis as well as Cronbach α reliability coefficient test. For confirmatory factor analysis, AMOS 6.0 program was utilized to check whether the factor structure was identical with other samples. T-test was executed to verify the differences between perception and practice of jobs, along with the rank correlation with the multiple response data to compare the priority in terms of the importance and practice of jobs.
The findings of the study are summarized into four catetories.
First, job standards for elementary school teachers included 142 job contents and 35 job elements, which were categorized into 7 major job areas. Those areas are teaching-learning, student guidance, classroom management, curriculum development, external relationship, and administrative duties. During the first stage of analysis, 30 job elements and 7 job areas were identified. The relationship between job areas and job elements was very strong, which verified the validity of the job standards. With respect to the reliability test, the Cronbach α coefficient was within the range of .784～.926 and the total items had .985 α score. Therefore, the instrument was proved to be very reliable.
Second, the confirmatory factor analysis using AMOS 6.0 program verified that the construct validity was very high. The fit indexes chosen by the study were TLI, CFI, RMSEA to get a safety from samples, and the results showed TLI=.856, CFI=.877, and RMSEA=.067. When TLI and CFI are over .90 and RMSEA value is under .05, the fit is evaluated to have a good conformity. Therefore it can be concluded that the model analyzed by the study has a good conformity.
Third, with respect to the differences between importance and practice of the elementary school teachers' jobs, elementary teachers tended to perceive that most of their jobs were important. They also carried out most of the jobs on a daily basis. However, when the average scores of importance and practice are compared, importance appears to be higher than practice.
Forth, among various jobs, elementary teachers considered that teaching and learning was the most important followed by student guidance and classroom management. They, however, they did not put value on administrative duties. It was found that the job areas they performed most were teaching-learning, student guidance, classroom management and administrative duties, while professional development was the least performed area.
Based on the findings, conclusions were drawn along with policy recommendations to relieve elementary teachers' work loads and make teaching job more attractive and professional.
Elementary school teachers are not likely to be considered as professionals and are required to carry out a variety of activities. The absence of job standards prevents teachers from concentrating on their professional duties. Recognizing this as a serious problem, this study aims at developing job standards for Korean elementary teachers and to analyze the daily practices of teachers utilizing the developed standards. To examine the daily practice of elementary teachers more accurately, the gap between the perceived importance of jobs and actual frequency of the jobs is analyzed.
In order to address the problems, research questions are developed as follows:
Research Question 1. How are the job standards of elementary teachers developed?
1-1. What are the job areas and job elements which can comprise of job standards of elementary teachers?
1-2. Are the job standards developed by the study reliable and valid?
Research Question 2. Are there any perceptual differences between the importance and daily practice of elementary teachers' jobs?
2-1 Are there any differences between the importance and practice of elementary teachers' jobs according to the background variables?
2-2 What kind of jobs do elementary teachers perceive more important and carry out more frequently than others.
As the first step to develop job standards of the elementary school teachers, the researcher examined a variety of literatures and previous studies. A total of 142 job contents, 35 job elements, and 7 job areas were identified. As an attempt to secure construct validity, two consecutive factor analyses were performed. Using a survey instrument developed by the researcher, exploratory factor analysis was done first, then, confirmatory factor analysis was carried out again to get the congruence of the factor structure. To get the content validity, a group of panel comprised of experts in elementary education was convened and provide opinions and feedbacks through a series of discussion sessions.
For the exploratory factor analysis, questionnaires responded by a total of 241 people including 31 principals, 41 vice principals, 159 elementary school teachers, and 10 supervisors were utilized. Confirmatory validity was executed to 294 people comprised of 19 principals, 20 vice principals, 246 teachers, and 9 supervisors in order to check the importance of job standard.
Spss/win 13.0 package was utilized to perform exploratory factor analysis as well as Cronbach α reliability coefficient test. For confirmatory factor analysis, AMOS 6.0 program was utilized to check whether the factor structure was identical with other samples. T-test was executed to verify the differences between perception and practice of jobs, along with the rank correlation with the multiple response data to compare the priority in terms of the importance and practice of jobs.
The findings of the study are summarized into four catetories.
First, job standards for elementary school teachers included 142 job contents and 35 job elements, which were categorized into 7 major job areas. Those areas are teaching-learning, student guidance, classroom management, curriculum development, external relationship, and administrative duties. During the first stage of analysis, 30 job elements and 7 job areas were identified. The relationship between job areas and job elements was very strong, which verified the validity of the job standards. With respect to the reliability test, the Cronbach α coefficient was within the range of .784～.926 and the total items had .985 α score. Therefore, the instrument was proved to be very reliable.
Second, the confirmatory factor analysis using AMOS 6.0 program verified that the construct validity was very high. The fit indexes chosen by the study were TLI, CFI, RMSEA to get a safety from samples, and the results showed TLI=.856, CFI=.877, and RMSEA=.067. When TLI and CFI are over .90 and RMSEA value is under .05, the fit is evaluated to have a good conformity. Therefore it can be concluded that the model analyzed by the study has a good conformity.
Third, with respect to the differences between importance and practice of the elementary school teachers' jobs, elementary teachers tended to perceive that most of their jobs were important. They also carried out most of the jobs on a daily basis. However, when the average scores of importance and practice are compared, importance appears to be higher than practice.
Forth, among various jobs, elementary teachers considered that teaching and learning was the most important followed by student guidance and classroom management. They, however, they did not put value on administrative duties. It was found that the job areas they performed most were teaching-learning, student guidance, classroom management and administrative duties, while professional development was the least performed area.
Based on the findings, conclusions were drawn along with policy recommendations to relieve elementary teachers' work loads and make teaching job more attractive and professional.
Teachers are mediators to connect learners with curriculum, and are people who continuously interact with students by the guidance. Therefore, teachers are the most important factor in education like the proverb that the quality of education cannot exceed the quality of teachers.
Elementary school teachers are not likely to be considered as professionals and are required to carry out a variety of activities. The absence of job standards prevents teachers from concentrating on their professional duties. Recognizing this as a serious problem, this study aims at developing job standards for Korean elementary teachers and to analyze the daily practices of teachers utilizing the developed standards. To examine the daily practice of elementary teachers more accurately, the gap between the perceived importance of jobs and actual frequency of the jobs is analyzed.
In order to address the problems, research questions are developed as follows:
Research Question 1. How are the job standards of elementary teachers developed?
1-1. What are the job areas and job elements which can comprise of job standards of elementary teachers?
1-2. Are the job standards developed by the study reliable and valid?
Research Question 2. Are there any perceptual differences between the importance and daily practice of elementary teachers' jobs?
2-1 Are there any differences between the importance and practice of elementary teachers' jobs according to the background variables?
2-2 What kind of jobs do elementary teachers perceive more important and carry out more frequently than others.
As the first step to develop job standards of the elementary school teachers, the researcher examined a variety of literatures and previous studies. A total of 142 job contents, 35 job elements, and 7 job areas were identified. As an attempt to secure construct validity, two consecutive factor analyses were performed. Using a survey instrument developed by the researcher, exploratory factor analysis was done first, then, confirmatory factor analysis was carried out again to get the congruence of the factor structure. To get the content validity, a group of panel comprised of experts in elementary education was convened and provide opinions and feedbacks through a series of discussion sessions.
For the exploratory factor analysis, questionnaires responded by a total of 241 people including 31 principals, 41 vice principals, 159 elementary school teachers, and 10 supervisors were utilized. Confirmatory validity was executed to 294 people comprised of 19 principals, 20 vice principals, 246 teachers, and 9 supervisors in order to check the importance of job standard.
Spss/win 13.0 package was utilized to perform exploratory factor analysis as well as Cronbach α reliability coefficient test. For confirmatory factor analysis, AMOS 6.0 program was utilized to check whether the factor structure was identical with other samples. T-test was executed to verify the differences between perception and practice of jobs, along with the rank correlation with the multiple response data to compare the priority in terms of the importance and practice of jobs.
The findings of the study are summarized into four catetories.
First, job standards for elementary school teachers included 142 job contents and 35 job elements, which were categorized into 7 major job areas. Those areas are teaching-learning, student guidance, classroom management, curriculum development, external relationship, and administrative duties. During the first stage of analysis, 30 job elements and 7 job areas were identified. The relationship between job areas and job elements was very strong, which verified the validity of the job standards. With respect to the reliability test, the Cronbach α coefficient was within the range of .784～.926 and the total items had .985 α score. Therefore, the instrument was proved to be very reliable.
Second, the confirmatory factor analysis using AMOS 6.0 program verified that the construct validity was very high. The fit indexes chosen by the study were TLI, CFI, RMSEA to get a safety from samples, and the results showed TLI=.856, CFI=.877, and RMSEA=.067. When TLI and CFI are over .90 and RMSEA value is under .05, the fit is evaluated to have a good conformity. Therefore it can be concluded that the model analyzed by the study has a good conformity.
Third, with respect to the differences between importance and practice of the elementary school teachers' jobs, elementary teachers tended to perceive that most of their jobs were important. They also carried out most of the jobs on a daily basis. However, when the average scores of importance and practice are compared, importance appears to be higher than practice.
Forth, among various jobs, elementary teachers considered that teaching and learning was the most important followed by student guidance and classroom management. They, however, they did not put value on administrative duties. It was found that the job areas they performed most were teaching-learning, student guidance, classroom management and administrative duties, while professional development was the least performed area.
Based on the findings, conclusions were drawn along with policy recommendations to relieve elementary teachers' work loads and make teaching job more attractive and professional.
목차 (Table of Contents)
- Ⅰ. 서 론 1
- A. 연구의 필요성 및 목적 1
- B. 연구 문제 4
- C. 용어의 정의 5
- Ⅱ. 이론적 배경 6
- Ⅰ. 서 론 1
- A. 연구의 필요성 및 목적 1
- B. 연구 문제 4
- C. 용어의 정의 5
- Ⅱ. 이론적 배경 6
- A. 초등교육과 초등교사 6
- 1. 초등교육의 특성 6
- 2. 초등교사의 양성과 교육 10
- 3. 초등교사의 역할과 자질 12
- B. 교사 직무기준의 개발 17
- 1. 교사 직무기준의 개념과 의의 17
- 2. 교사 직무기준 개발 절차 20
- 3. 교사 직무 관련 규정 27
- 4. 외국의 교사 직무기준 30
- C. 교사 직무실태 분석 관련 변인 36
- 1. 교사 배경 변인 36
- 2. 학교 특성 변인 39
- 3. 직무중요도와 직무실천도 44
- Ⅲ. 연구방법 48
- A. 연구 절차 48
- B. 연구 대상 50
- C. 조사 도구 54
- D. 자료 처리 61
- Ⅳ. 연구 결과 및 논의 62
- A. 초등교사의 직무기준 개발 결과 62
- 1. 패널 조사 결과 62
- 2. 1차 조사 결과 72
- 3. 2차 조사 결과 85
- 4. 직무기준 개발 결과 요약 및 논의 95
- B. 직무중요도와 실천도 인식 차이 분석 결과 98
- 1. 직무별 중요도와 실천도 차이 분석 98
- 2. 배경 변인별 중요도와 실천도 차이 분석 102
- 3. 직무 영역별 중요도 및 실천도 우선순위 분석 119
- 4. 직무중요도와 실천도 인식 차이 분석 결과 요약 및 논의 123
- Ⅴ. 요약 및 결론 128
- A. 요약 128
- B. 결론 131
- 참고문헌 134
- ABSTRACT 142
- 부 록 146
참고문헌 (Reference)
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3. Supervision(7th), Sergiovanni, Starratt, , 2002
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