학교운영위원회 성과평가에 관한 연구

다국어 초록 (Multilingual Abstract)

In this study, the performance of the school steering committee which was introduced to our schools in 1996 to realize a varied and creative education according to the characteristics of each school, was evaluated and the factors influencing over the measured performance were identified; and then the policies were proposed, for the rebirth of a successful school council.
For this, a study model was established, consisting of 8 independent variables: the representability in the aspect of the election of committee members, representability in the aspect of operation by committee members, the expertise of committee members, the attendance of committee members, the speech frequencies of committee members, principal's view on open school operation, the supports from educational agencies and local communities and 4 dependent variables : school's autonomy, school's democracy, school's uniqueness, the effectiveness of school education.
To empirically verify the causal relationships among these variables, the teachers and the committee members of 6 elementary schools, 3 middle schools and 1 high school in two cities of Gyeongnam, and 6 elementary schools, 3 middle schools and 1 high school in 2 Guns, were sampled; 270 questionnaires were distributed; finally 202 questionnaires were collected and statistically processed by SPSS 17.0 statistical program.
As a result of examining the effect and the significance of independent variables on the school steering committee performance; with respect to school's autonomy, the effect was big in the order of the support level of educational agencies and local communities, and the level of trust between committee members; with respect to school's democracy, the effect was big in the order of principal's view on open school operation, the attendance of committee members, the supports from educational agencies and local communities, and the representability in the aspect of operation by committee members. And, with respect to school's uniqueness, the effect was big in the order of the supports from educational agencies and local communities, principal's view on open school operation and the representability in the aspect of operation by committee members; with respect to the effectiveness of school education, the effect was big in the order of the supports from educational agencies and local communities, representability in the aspect of operation by committee members and the representability in the aspect of the election of committee members.
Thus, being focused on the factors affecting school steering committee performance, the improvement plans for the school steering committee performance can be suggested as follows. First, it was identified that the supports level from educational agencies and local communities was the factor influencing in general over school's autonomy, school's democracy, school's uniqueness, the effectiveness of school education. In other words, the supports from educational agencies and local communities are required above all, to improve the school steering committee performance. The educational agencies and local communities should have keen interests in school steering committee and play a role of catalyst, through administrative and financial supports in every area of school steering committee and strengthened promotion and training programs. Second, school principals should invite many members from various fields through their view on open school operation and make the school steering committee a venue for the active exchange of many opinions. Third, committee members should collect the opinions of the group to which they belong and improve the representability in the aspect of operation of committee members. Fourth, the committee members themselves should continue to seek the plans to secure the representability in the aspect of the election of committee members in the process of configuration of school steering committee, so that they can represent the group to which they belong. Lastly, the efforts to enhance the trust between committee members and the attendance of committee members to the school steering committee are required.

목차 (Table of Contents)

• 제1장 서론 1
• 제1절 연구의 필요성 및 목적 1
• 제2절 연구의 범위 및 방법 3
• 제2장 이론적 배경 5
• 제1절 학교운영위원회제도 5
• 1. 학교단위경영제도와 학교공동체 5
• 2. 학교운영위원회제도의 도입배경 9
• 3. 학교운영위원회제도의 정착과정 11
• 4. 학교운영위원회제도의 성격 및 관련법령 15
• 5. 학교운영위원회의 구성 및 운영 18
• 6. 학교운영위원회의 기능 23
• 제2절 성과평가에 대한 이론적 고찰 28
• 1. 성과의 개념 28
• 2. 성과평가의 의의 33
• 3. 성과평가의 방법 37
• 4. 성과평가의 기준 및 평가지표 38
• 제3절 선행연구검토 40
• 제3장 연구의 분석모형 및 분석방법 44
• 제1절 연구의 분석모형 44
• 제2절 연구의 분석방법 47
• 1. 설문지의 구성 47
• 2. 자료의 수집 및 분석방법 49
• 제3절 측정도구의 신뢰도 및 표본의 특성 49
• 1. 측정도구의 신뢰도 49
• 2. 표본의 특성 51
• 제4장 연구의 분석결과 54
• 제1절 변수별 응답결과의 특성 54
• 1. 운영위원의 대표성 54
• 2. 구성원들의 전문성 58
• 3. 운영위원의 참여도 60
• 4. 운영위원 간의 신뢰 정도 64
• 5. 학교장의 열린 학교운영 경영관 65
• 6. 교육행정기관 및 지역사회의 지원 정도 67
• 7. 단위학교의 자율성 69
• 8. 단위학교의 민주성 72
• 9. 단위학교의 특수성 74
• 10. 학교교육의 효과성 76
• 제2절 학교운영위원회 성과에 관한 인식차이 78
• 1. 단위학교의 자율성에 대한 인식차이 78
• 2. 단위학교의 민주성에 대한 인식차이 80
• 3. 단위학교의 특수성에 대한 인식차이 82
• 4. 학교교육의 효과성에 대한 인식차이 84
• 제3절 학교운영위원회 성과와 영향요인 간의 관계 86
• 제4절 학교운영위원회 성과의 영향요인 88
• 1. 단위학교 자율성의 영향요인 88
• 2. 단위학교 민주성의 영향요인 89
• 3. 단위학교 특수성의 영향요인 91
• 4. 단위학교 효과성의 영향요인 92
• 제5장 요약 및 결론 94
• 참고문헌 98
• 부록: 학교운영위원회 성과평가에 관한 설문지 103