Cooper의 多次元 政策分析 模型을 활용한 初等放課後學校 運營에 미치는 要因 探索 = Investigation of the effect on the after-school management through 4-dimension policy analysis model of Cooper

다국어 초록 (Multilingual Abstract)

This study was focused to define normative-dimension, structural-dimension, constituentive-dimension and technical-dimension of the effects on the After-school management through dimensions policy analysis model of Cooper and investigate influence of the effects to the After-shcool management. For this purpose, a total of 44 schools, 4 of which belonged to each of 11 local educational agencies located in Seoul, were selected and total of 456 questionnaires were collected.
It was consulted to collect samples from a general After-school and a dominant After-school based on Seoul educational agency After-school evaluation and each of 11 local educational agencies located in Seoul, were classified by 4 groups which have similarity of the regional and educational characteristics and analysed it. For analysing result of this study, statistic information processed using the SPSS Win 14.0 program.
The following are the result of study.
First, Managing the After-school was analysed and applied Cooper`s four dimensions. Cooper`s dimensions policy analysis model applied the After-school management and analysed gaps between primary factors. An object and a value of the After-school is normative-dimension and extracted 4 lower factors which were education of the gifted and talented, educational equity, educational welfare and lifelong education. It was found that there was a statistically significant difference in educational equity according to educational welfare and lifelong education. From the structural-dimension, it was extracted 4 lower factors which were administration system, teacher`s culture, educational environment and program operation and there was a statistically significant difference in teacher`s culture according to educational environment, administration system and program operation. Other four lower factors principal support, teacher`s enthusiasm, parents of student participation and training teacher were extracted by constituentive-dimension. It was shown that there was a statistically significant differences in principal support according to teacher`s enthusiasm, parents of student participation and training teacher. It was found that technical-dimension had three lower factors which were collecting opinion, evaluation and budget and resource. Also, there was a statistically significant difference in collecting opinion according to evaluation and budget and resource.
Second, it was found that only teacher`s enthusiasm of the constituentive-dimension was a higher statistically signification under the educational background analysis. Also, it was found that the career experience analysis had a higher statistically significant which were administration system, teacher`s culture, educational environment, principal support, teacher`s enthusiasm, parents of student participation, training teacher and collecting opinion. Moreover, it was found that the position analysis of a chief teacher had a higher statistically significant with lifelong education, principal support and teacher`s enthusiasm.
Third, analysing of the different school group, it was found that dominant school had a higher statistically signification with education of the gifted and talented, administration system, teacher`s culture, educational environment, program operation, teacher`s enthusiasm, parents of student participation, training teacher, collecting opinion, evaluation and budget and resource to investigate 133 teachers of dominant school and 323 teachers of general school. Also, there was different result which was location analysis. It was divided by 4 groups which were North-East, North-West, South-East and South-West with similarity of the regional characteristics. Also, educational welfare had a higher statistically signification and educational environment had a statistically significant difference in South-East according to South-West. Moreover, principal support had a higher statistically significant in North-East according to North-West, South-Wast and South-East. However, there was not a statistically significant difference in the technical-dimension.
Based on the finding of this story, the following conclusion could be drawn:
First, After-school management was analysed by Cooper`s dimensions policy analysis model to compare and find any differential between different factors. From the normative-dimension, education of the gifted and talented, educational equity, educational welfare and lifelong education were extracted and educational equity showed highest level and lifelong education had lowest level. As a result of these factors, teachers have perceived that need of education of the gifted and talented for complementation of education function, educational equity for solving income differential problem and educational welfare and out of school educational expenses. However, teachers do not have enough recognition of life long education and there is not detail policy for lifelong education at school. Also, a local community does not respond some of lifelong education program at school because of a local autonomous entity has various lifelong education program. Therefore, it is needed that the local autonomous entity and school connect each other and research about work partition of lifelong education. The structural-dimension had 4 factors which were administration system, teacher`s culture, educational environment and program operation and teacher`s culture described higher rate and educational environment had lower rate. The reason of these phenomenons are making sympathy of After-school management and requirement of supporting educational environment improvement.
It was found that principal support, teacher`s enthusiasm, parents of student participation and training teacher were extracted by constituentive-dimension and the reason of higher rate of principal support was that activation of After-school depended on principal support. Therefore, it was shown that general teacher activation changes to principal responsibility, incentive, training and visit advanced school. Also, there was other phenomenon that was decreasing training teacher, because the factor of teacher`s culture had higher level then it moved to stabilize recognition of After-school. The technical-dimension found collecting opinion, evaluation and budget and resource 3 factors and collection opinion had higher position and budget and resource appeared low rate. As a result of these research, it is same as lower educational environment and it needs supporting budget and human resource,
Second, teacher`s social differentiation was analysed by normative, constituentive, structural and technical part to find any difference. Educational background had not any differentiation with those for parts and only teacher`s passion had higher rate of constituentive part. Career in normative part had not feature and all of structural, constituentive and technical part had higher rate with working more than 21 years. Also, it could be same as high career teacher had positive recognition of educational policy. By working position, chief teacher had higher rate on lifelong education, principal support and teacher`s passion but technical and structural parts did not have any differential.
Third, it analysed school differentiation with effect of After-school management by normative, structural, constituentive and structural part.
It was divided by general school and elite school and elite school intended to education of the gifted and talented. Therefore, reason of the activation After-school was the support of school educational function and support different and various education program to fit different level of student through various program management. As a result of higher level of administration system and teacher`s culture at structural part, making sympathy between effective administration system and teacher`s culture influenced activation After-school. Also, dominant After-school had higher rate of principal support then it is significant to depends on principal support, improvement and maintenance. Technical part of collecting opinion showed higher rate, because it was significant that encourage participation through collecting opinion to activate After-school. Moreover, general school has lower budget and resource to manage After-school and it reflect reality of After-school. The reason of many problems of After-school management is not enough budget and resource. Therefore, there is another implication which needs enough budget for activation After-school.
In geographical school analysis, it should focus South-East area which had highest rate of educational welfare. It was found that there is relation with geological characteristic to support childcare program and reducing private educational expenses. North-East area had higher rate of program management compare with other area and manage priority program such as childcare program, coursework program, organising superiority and inferiority class and throughout the year operation. Also, there is relation between higher rate of program management in North-East area and principal support and program management factors. Therefore, principal support is main factor of activation After-school. However, South-East area had higher rate of educational environment and program management had lower rate because of geological characteristic of development private education. To sum up, there should be different way in different area to reach successful achievement of After-school. Also, it should change standardisation policy to operate suitable After-school educational policy in different area

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구의 목적과 문제 = 5
• C. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• A. 방과후학교의 내용과 성과 = 7
• B. Cooper의 정책 분석 모형 이론 = 18
• C. 방과후학교 분석 하위 요인 = 35
• Ⅲ. 연구의 방법 = 42
• A. 연구의 대상 = 42
• B. 연구의 도구 = 45
• C. 연구의 절차 = 52
• D. 자료의 처리 = 53
• Ⅵ. 결과의 해석 및 논의 = 54
• A. 결과의 해석 = 54
• B. 논의 = 112
• Ⅴ. 요약 및 결론 = 120
• A. 요약 = 120
• B. 결론 = 124
• C. 제언 = 127
• 참고문헌 = 128
• ABSTRACT = 139
• 부록 = 145