교무행정사 도입에 따른 교사의 업무 경감에 대한 인식 조사

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze teachers' recognition about the current administrative assistance system at high schools, teachers' work burden, and the aspects to be improved by implementing that system. The following questions were set to fulfil the purpose of this study.
First, how the real state of the current administrative assistance system at high schools is and how do teachers perceive the system?
Second, how do high school teachers recognize the reduction of their work burden followed by the administrative assistance system?
Third, how do high school teachers recognize the aspects of the administrative assistance system to be improved?
This study was done by the way of questionnaire, which was sent to the teachers from nine high schools in Gangwon Province. A total of 300 questionnaires were distributed and 257 were returned. The collected data were analysed with SPSS 18.0 program. The frequency analysis was completed to find out the general features of this study and qualification process through crossover analysis was carried out for relation with background reason.
The main results of this study analyzed by the study sections are as in the following.
First, let's take a look at the real state of the current administrative assistance system at high schools and teachers' recognition about the system. Most of the teachers comparatively understand the purpose and necessity of introducing administrative assistance system, and the administrative assistant teachers' job at schools. However, many of them are confused with what kind and to what extent of work they can ask the administrative assistant teachers to do as there is not distinct criteria in work division. The number of work requests teachers make for the administrative assistant teachers is only between none and twice a week. The majority of the requests is related to dealing with official documents including documents drafting and dispatching. But, teachers tend to engage in handling official documents rather than let the administrative assistant teachers carry out by themselves due to the reason of work efficiency and inconvenience they have as making requests. Especially, those who are not class teachers and have 11 to 20 years of teaching experience hesitate to transfer their duties related to official documents to the administrative assistant teachers. With this reason, teachers do not think that the administrative assistance system proposed by Office of Education is effective in managing business work. A lot of teachers have negative recognition on administrative assistant teachers' workload, abilities to complete given tasks, and passion for their jobs. On the other hand, teachers express satisfaction with their kindness. Many teachers say they did not take any training in relation with operating administrative assistant teachers, and it is the chief obstacle to making the best use of administrative assistance system.
Second, let's have a look into teachers' recognition about the reduction of work burden brought by operating administrative assistance system. High school teachers still have a thought that they are given too much extent of administrative work, particularly male teachers feel more burden. It is the administrative work including division of works that teachers feel the most burden among their works, in particular head teachers have more burden as they are responsible for much work. Hight school teachers spend the average of 3 to 4 hours dealing with official documents while it takes more time for head teachers, those who have 11 to 20 years of teaching experience, and male teachers. The survey shows that many teachers think administrative assistance system make it possible teachers feel their work burden lighter than before. Most teachers agree to the fact that the current administrative assistance teachers are helpful in comparison to the former administrative assistants. Also, a little higher rate of participants have shown positive recognition on the fact that they are able to secure time to devote to their essential work by the placement of multi-administration assistant teachers. This is regarded as a positive aspect of administrative assistance system. Nevertheless, about 40% of teachers who participated in the survey have negative recognition on the reduction of their work burden by reason of the fact that many teachers deal with assigned work by themselves instead of transferring them to the administrative assistant teachers due to unclear distinction in work responsibility and administrative assistant teachers perform a small amount of work because of indefinite work criteria. Moreover, a great deal of teachers have negative recognition on administrative assistance system anticipating it will not devote to the development of school education and normalization of teachers' work.
Third, let's have a look at teachers' recognition about the aspects of administrative assistance system which should be improved. The percentage of teachers who think the current number of administrative assistant teachers seem to be reasonable is a little bit higher. In addition, Many teachers are for the opinions on employing administrative assistants in public by provincial office in case there are in need of additional administrative assistant teachers. As working abilities for administrative assistant teachers, teachers need them to acquire decent skills to work on NEIS and edit official documents. Teachers think they should be part of assessing administrative assistant teachers along with principals and vice principals. Male teachers support the idea of maintaining current system, on the contrary, female teachers give their opinions on increasing the rate of teachers. Teachers think better treatment should be given to the administrative assistant teachers in a positive way. A lot of teachers think of definite criteria for work as the top priority for improvement point of administrative assistance system. Lastly, it is necessary to equip systematic organization for definite criteria of work and operation of school and class reflected system to help teachers utilize administrative assistance system to the fullest and bring about normalization of teachers work. Besides, it is encouraged for teachers to have more practical training about this so that they can use the system more actively.

국문 초록 (Abstract)

본 연구의 목적은 강원도의 교무행정사 제도가 전면적으로 시행됨에 따라 고등학교 교무행정사 운영 실태는 어떠한지, 교사들은 업무 경감이 어느 정도로 느끼는지, 교무행정사 운영에 있어 개선 사항은 무엇인지에 대해서 교사의 인식을 알아보는 데 있다. 본 연구의 목적을 달성하기 위해 다음과 같은 연구문제를 설정하였다.
첫째, 고등학교의 교무행정사 운영에 대한 실태 및 교사의 인식은 어떠한가?
둘째, 교무행정사 도입 이후 고등학교 교사의 업무 경감에 대한 인식은 어떠한가?
셋째, 교무행정사 운영에 있어 개선할 점에 대한 고등학교 교사의 인식은 어떠한가?
위와 같은 연구 문제를 가지고 설문지를 이용한 조사 연구를 실시하였다. 연구 대상은 강원도 소재 고등학교 9곳에 재직 중인 교사를 대상으로 실시하였다.
본 연구에서 밝혀진 주요 결과를 연구 문제에 따라 분석하면 다음과 같다.
첫째, 고등학교의 교무행정사 운영에 대한 실태 및 교사의 인식을 살펴보면, 교무행정사 도입 취지와 필요성, 교무행정사가 하는 업무에 대해서 교사들이 대체로 잘 알고 있는 것으로 나타났다. 그러나 교무행정사가 하는 일을 알고 있다는 응답과는 대조적으로 교무행정사에게 업무를 요구할 때 업무기준이 불분명하여 어떤 업무를 요구할지, 어느 정도까지 요구할지에 대해 고민하는 교사가 많은 편으로 나타났다. 즉, 교사들은 관념상으로는 교무행정사의 제도와 취지를 잘 이해하고 있지만, 막상 실제 업무와 관련된 특수한 상황에서는 요청범위나 업무기준을 놓고 고민을 하는 것으로 보인다. 교무행정사에 주당 업무 요구 횟수는 거의 없거나 2회 정도로, 업무 요구 횟수가 적은 편으로 나타났으며, 가장 많이 요구하는 업무는 공문서 기안 및 발송 관련 업무로 나타났다. 그러나 공문서를 처리할 때 교무행정사에게 전적으로 맡기기 보다는 일의 효율성 문제와 업무 요구 시 불편함 등의 이유로 교사 대부분이 직접 관여하여 처리하는 경우가 많은 것으로 나타났다. 직접 업무를 처리하는 경우가 많다보니 교사들은 교육청에서 제시한 교무행정사의 업무가 실질적으로 잘 이루어지지 않고 있다고 느끼는 편으로 나타났다. 그에 따라 교무행정사의 업무량, 일처리 능력이나 열정에 대해 부정적으로 인식하는 교사가 많은 편으로 나타났다. 반면 교무행정사의 친절도에 대해서는 만족하고 있는 것으로 나타났다. 교무행정사 운영과 관련된 교사 연수가 실시되지 않았다고 응답한 교사가 많은 편으로 나타났는데, 특히 일반 교사, 여교사가 연수가 실시되지 않았다고 응답한 편이었다. 보다 실제적으로 교사들에게 도움이 되는 연수가 활성화되어야 할 필요가 있다.
둘째, 교무행정사 운영에 따른 교사의 업무 경감에 대한 고등학교 교사의 인식을 살펴보면, 여전히 고등학교 교사의 행정 업무가 과중하다고 느끼고 있는 교사가 많은 편이었으며, 정규 수업 시수에 대해서도 부담을 갖는 교사가 더 많은 편으로 나타났다. 특히 남교사는 행정 업무와 정규 수업 시수 모두 여교사에 비해 부담을 더 느끼는 편으로 나타났다. 교사가 가장 업무 부담을 느끼는 영역은 교무분장업무 및 기타 행정업무로 나타났는데, 이는 행정업무 부담이 큰 부장 교사가 더 부담을 느끼는 편으로 나타났다. 고등학교 교사들은 평균적으로 주 당 3~4시간정도 공문을 처리하나 부장교사, 경력이 11~20년 이하인 교사, 남교사들은 상대적으로 처리 시간이 더 긴 것으로 나타났다. 그런데, 교무행정사 배치로 교사의 업무가 경감되었다고 느끼는 교사가 많은 편으로 나타났다. 특히 부장교사 비율이 높은 비담임 교사가 더 업무가 경감되었다고 느끼는 편으로 나타났다. 또한 교무행정사 배치로 인해 교사의 본질적 업무에 충실할 수 있는 시간이 확보되었다고 느끼는 교사의 비율도 약간 높게 나타났다. 또한 다수의 교사가 과거 행정보조인력에 비해 현재 교무행정사가 도움이 된다고 느끼는 편으로 나타났다. 이는 교무행정사 운영의 긍정적인 측면으로 볼 수 있다. 그럼에도 불구하고 책임 소재가 불분명하여 담당 교사가 직접 업무를 처리하는 경향이 있고 업무 기준이 명확하지 않아 교무행정사가 소량의 업무만 처리하기 때문이라는 이유로 39.6%의 응답 교사는 업무 경감에 대해 부정적으로 인식하고 있는 것으로 나타났다. 그리고 교무행정사 운영이 학교 교육 발전 및 교원업무정상화에 기여하지 않을 것이라고 생각하는 교사가 상대적으로 많은 편으로 나타났다. 따라서 교무행정사 제도가 안착해서 교원업무 정상화에 기여하기 위해서는 좀더 긴 시간이 필요하고 제도보완도 필요한 것으로 보인다.
셋째, 교무행정사 운영에 있어 개선할 점에 대한 고등학교 교사의 인식을 살펴보면, 현재 교무행정사 인원 배치 기준이 적당하다고 생각하는 교사가 증원이 필요하다는 의견보다 약간 높은 편으로 나타났다. 또한 교무행정사의 추가 선발이 필요할 경우의 선발 방식은 도 단위 공개 채용으로 선발해야 한다고 생각하는 교사가 많은 편이었다. 교무행정사가 갖추어야 할 업무 능력으로 교무행정시스템을 다룰 수 있는 능력, 문서편집능력이라는 의견이 많은 편이었다. 교무행정사 평가 방식에 있어 교사들은 교감, 교장에 의한 현행 평가 방식에 교사가 포함되어야 한다고 생각하고 있는데, 특히 남교사는 현행 유지에 대해 상대적으로 응답이 높은 편이며, 여교사는 교사 포함 비율이 높게 나타났다. 교무행정사의 처우가 지금 보다 향상되는 방향으로 개선되어야 한다고 느끼는 교사가 많은 편으로 나타났으며, 교무행정사 제도의 우선 개선 사항으로는 직무 기준의 명확화 등의 제도 정비에 대한 응답이 가장 높게 나타났다.
마지막으로 교사들이 교무행정사 제도를 최대한 활용하여 교원 업무 정상화를 가져 올 수 있도록 직무 기준의 명확화, 학교급별 특성을 반영한 운영 등의 제도 정비와 교무행정사의 역량 강화가 필요하다. 그리고 이에 대한 실질적인 교사 연수를 통해 교사가 보다 능동적으로 제도를 활용할 수 있도록 도와야 할 필요가 있다.

목차 (Table of Contents)

• Ⅰ. 서 론··············································································································1
• 1. 연구의 필요성 및 목적···············································································1
• 2. 연구문제 ·······································································································3
• 3. 연구의 제한점 ······························································································4
• Ⅱ. 이론적 배경 ··································································································5
• 1. 교원의 업무 개념과 분류············································································5
• 2. 교무행정업무의 분류와 내용····································································6
• 3. 교무행정사 도입과 현황 ············································································7
• 4. 선행연구의 검토 ·························································································9
• 5. 시사점 ············································································································9
• Ⅲ. 연구 방법·····································································································10
• 1. 연구 대상 및 표집 ·····················································································10
• 2. 조사 도구 ·····································································································11
• 3. 자료 처리 및 분석 방법············································································13
• Ⅳ. 연구결과 및 분석·······················································································14
• 1. 고등학교 교무행정사 운영 실태 및 교사 인식·································14
• 2. 교무행정사 운영에 따른 교사의 업무 경감에 대한 고등학교 교사의 인식·················································································································30
• 3. 교무행정사 운영 개선 사항에 대한 고등학교 교사의 인식······························································································································40
• Ⅴ. 요약 및 결론································································································46
• 1. 요약 ···············································································································46
• 2. 결론 및 제언································································································49
• 참고문헌 ············································································································51
• 영문초록·············································································································52
• 부 록·················································································································56