개방형 자율학교의 변화에 대한 사례 연구 = A Case Study on the Change of the Open-Autonomous School

다국어 초록 (Multilingual Abstract)

This study was intended to deeply analyze changes of the school members of Yun Cheon High School which has managed the Open Autonomous School, overcome the limitations of operating the General Highschool, and contribute to seeking possibility of school change.
To carry out this study, the following research tasks were set : First, how did the change in students' attitudes to school life? Second, how did the change of teachers' attitude? Third, how did change in operating school of naebuhyeong selected principal?
This study was using participant observation and in-depth interviews by qualitative research method to analyze change factors.
To sum up the results of this study were as follows :
First, The school was changed remarkably after operating the Open Autonomous School. ⅰ) students' selection and positive attitude - good students' admission and increasing of students' academic record, ⅱ) teachers' attitude, zest and improvement of ways of teaching and learning - a visiting teachers' zest to students, a change of teachers' attitude, and using the methods and strategies of various teaching-learning(discussion and presentation) ⅲ) increasing concern of parents - remarkable increase of parents' participation for school events, ⅳ) management of curriculum - the necessity of more systematic curriculum(subject-discretion and creative-discretion, operating specialized club activities), ⅴ) educational facilities and learning environment - remodeling the school facilities and constructing the various classrooms for Korean, English, Social studies, biology, chemistry, multi-media.
Second, the change factors of operating the Open Autonomous School were the naebuhyeong selected principal’s educational philosophy and attitude, teachers' passion and expertise, specialized programs, and adequate financial support for education. ⅰ) educational philosophy and attitude of naebuhyeong selected principal - he is a principal who was supported by alumni and community and practiced 'Hi-Five' with his students every day for 3 years. The response of the program among the students and their parents is very high. ⅱ) High enthusiasm and professionalism of teachers - most visiting teachers' classroom management, teaching method, and student guidance are very specialized and they had the power to change students and teachers by using the specialized programs. ⅲ) operating the various specialized programs - Mental development program for students with no goal, Selective level classes for reducing the private education, and Selective training activities program for improving students' leadership skills. ⅳ) adequate financial support for education - It is very important factory for operating the Open Autonomous School. Comfortable learning environment and adequate financial support make the teachers specialize their field and raise the learning efficiency.
Eventually, the degree of satisfaction of operating the Open Autonomous School was higher with students, patients, and teachers and the Confidence in public education was restored.
However, the operating the Open Autonomous School caused many problems. First, personnel decision of the principal - because he was supported by alumni and community, the personnel rights of the principal does not make sense and it cause teachers to compete with each other. Second, program for improving school record for higher students makes lower students feel lethargy and differentiation. Third, increasing teachers' workload pressures - they spend much time on counselling the students and parents and preparing the specialized programs. They have to do much administrative duties, too. Fourth, conflicts between teachers - the overall work of the school was treated by the visiting teachers, so the other teachers feel alienation.
To generalize outcomes of this study, the three important things are required ; ⅰ) adequate financial support, ⅱ) naebuhyeong selected principal and teachers with good educational philosophy, ⅲ) solving teachers' heavy workload pressures.

목차 (Table of Contents)

• 표목차 ⅴ
• 국문초록 ⅵ
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• 3. 연구의 제한점 4
• Ⅱ. 학교 자율화 정책 6
• 1. 우리나라 학교 자율화 정책 6
• 가. 우리나라 학교 자율화 정책 개관 6
• 나. 우리나라 학교 자율화 운영 현황 8
• 2. 우리나라 학교 자율화 정책의 성과와 한계 24
• 3. 외국의 자율학교 운영 현황 27
• 가. 미국의 차터 스쿨 27
• 나. 영국의 아카데미 스쿨 34
• 다. 스웨덴의 자율학교 40
• 4. 개방형 자율학교 운영의 특성 43
• 가. 공모교장 45
• 나. 초빙교사 47
• 다. 학생 선발 48
• 라. 교육과정 운영 및 특성화 프로그램 49
• 마. 교원단체 연수 52
• 4. 개방형 자율학교 운영의 성과와 한계 53
• Ⅲ. 연구방법 55
• 1. 연구대상 55
• 가. 연구현장 55
• 나. 연구대상자 58
• 2. 연구방법 60
• 가. 질적 연구방법 60
• 나. 자료생성 및 분석 61
• Ⅳ. 운천 고등학교의 배경적 특성 64
• 1. 지역 사회 실태 64
• 2. 학생 실태 65
• 3. 교직원 실태 70
• 4. 학부모 실태 71
• 5. 학교시설과 교육환경 실태 및 교육재정 72
• Ⅴ. 운천 고등학교의 개방형 자율학교 특성 77
• 1. 내부형 공모교장 77
• 2. 초빙교사 80
• 3. 특성화 프로그램 82
• 가. 자존감 향상 프로그램 83
• 나. 심성계발 프로그램 83
• 다. 선택형 수준별 맞춤식 보충학습 84
• 라. 학생중심 선택형 수련활동 85
• Ⅵ. 운천 고등학교의 변화에 대한 문화기술적 분석 87
• 1. 학생의 생활태도 변화 87
• 가. 학교생활이 변화되어 가는 학생들 87
• 1) 기초 생활 습관이 정착되어 가는 학생들 87
• 2) 교육환경 변화로 달라지는 학생들의 생활태도 90
• 3) 입시공부에 길들여지는 학생들 93
• 나. 특성화 프로그램 적용에 따른 학생들의 변화 96
• 1) 표정이 밝아지는 학생들 96
• 2) 학업성적 중하위권 학생들의 학업성취 동기유발 98
• 3) 학생중심 선택형 보충수업으로 학습 흥미유발 101
• 4) 자기 주도적 능력 향상 103
• 다. 최상위 학생을 위한 집중투자로 차별대우 받는 학생들 105
• 2. 교사의 직무자세 변화 109
• 가. 학교혁신 의지에 대한 동기유발 109
• 나. 능동적으로 변화하는 교사들 111
• 다. 과중한 업무에 시달리는 교사들 114
• 3. 내부형 공모교장의 학교운영 변화 117
• 가. 학교 경영 초기의 혼돈기 117
• 나. 교육적 에너지를 집중 투자하는 도약기 119
• 다. 의사소통이 원활하지 못한 학교경영 종결기 127
• Ⅸ. 요약 및 결론 132
• 1. 요약 132
• 2. 결론 137
• 3. 제언 144
• 참고문헌 146
• ABSTRACT 152