자체인력의 업무조정을 통한 초등학교 교무행정전담부서 운영 사례 연구

국문 초록 (Abstract)

이 연구는 교사업무경감방안의 일환으로 시행된 단위학교 교무행정전담부서 운영과 관련하여 A교육청에서 제시한 교무지원전담팀의 초등학교 운영 사례 연구로 단위학교에서의 실질적인 교사업무경감에 대한 시사점을 얻고자 하였다. 기존 연구에서는 행정 보조 인력이 추가로 지원된 형태로 운영되었으나 이 연구에서는 인력 충원 없이 기존 학교 보조 인력의 통합과 재배치, 업무재조정을 통한 방안으로 운영된 초등학교의 사례를 분석하였다.

다국어 초록 (Multilingual Abstract)

This is a case study of elementary school affairs support operations task force proposed in A Office of Education with respect to the shool administration affairs support division as relief operations of the teacher work, The implication was to gain the relief work for teachers in each school.
In previous studies, the additional operational support in the form of administrative assistants. But in this study, we analyzed the case of elementary schools operation through the integration, relocation, and restructuring of an existing school administrative assistants without personnel recruitment. Two questions were set to achieve the purpose of this study, First, how to run and organize school support affairs team? Second, what is recognition of teachers about operation on school support affairs team and reduction of teachers work load? We conducted literature study and interviewed in order to solve this problem.
Since March 2013, establish a two-year research period to
February 2015, we had a dedicated support team operating in the affairs of Saebom elementary school district as study material. This researcher had in-depth interviews with four department head teacher and three teacher, and we distributed questionnaires to Saebom elementary school teacher 25 people and analyzed 20 returned questionnaires. The results of this study are as follows. First, Saebom elementary school was consisted of a dedicated support team led by department head teachers and was constructed a new educational support division under vice-principal lead. Chief operating officer as designated educational support director, this was onsisted of a department head teacher, administrative assistants, a non-homeroom teacher as a member.
While keeping the frame of the existing work, educational support affairs were allocated based on the guidelines of the Office of Education and vice-principal own experience of teacher. These became forms to add a bit of work to teachers and administrative assistants. This was a result of a weighted department head teachers to work for the work reduction in the end. Second, look at the business processes of affairs dedicated support team, but director of educational support team is a major support task on Edu-Fine. Actually the role was a simple messenger between teachers and suppliers. So teacher and administrative assistant worked the original document drafting practice work and data aggregation work repeatedly. Third, the result of operating a dedicated support team affairs, the
main support affairs at first year were recognized that the effective of relief work was low. For the second year there was a difference between main support services appear effective highly. As a result, the effects of a dedicated team of administrative work relief operations was lower.
Finally, look at operating characteristics of the affairs dedicated support team at Saebom elementary. That was formal looked and operated according to the guidelines of the Office of Education. The communication process was omitted, substantially inadequate work assignments, no matter what results showed a figure of just continues going.
In this study, Operating of administrative affairs supportive
department for the relief of individual schools teachers work was obtained was as follows. First, the operation of the administrative affairs supportive department personnel through the restructuring of its business without recruiting personnel did not help alleviate the work of teachers greatly. Second, the operation of the school administrative affairs department must be clarity about the scope and type of the most fundamental tasks the teacher. Also, it should clearly present the work of the administrative affairs supportive department, while recruitment of administrative assistants. Third, it is necessary to change the school culture through the institutionalization of democratic decision-making process for the rational division of educational administration affairs. So that teachers can stick to the original work, the efforts to reduce the administrative work of the teacher should be continued.
In addition to the mitigation work plan for teachers, administrative affairs supportive department is available at each school to effectively alleviate the administrative work of teachers so that they can be seated. This support will have to be fit to reality.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• Ⅱ. 이론적 배경 5
• 1. 교사의 업무 5
• 가. 교사 업무의 개념과 영역 5
• 나. 초등학교 교사의 업무 실태 8
• 2. 교사업무경감정책 13
• 가. 중앙정부의 정책 변화 13
• 나. 시·도교육청의 교사업무경감정책 17
• 다. A교육청의 교사업무경감정책 21
• 3. 선행연구 분석 23
• 가. 교사업무경감방안에 관한 연구 23
• 나. 교무행정전담부서 운영에 관한 연구 25
• III. 연구방법 30
• 1. 연구설계 30
• 2. 연구절차 및 자료수집 30
• 3. 연구대상 32
• 가. 학교 33
• 나. 연구 참여자 33
• 다. 설문조사 36
• 4. 자료분석 37
• 5. 연구결과의 검증 37
• Ⅳ. 교무지원전담팀의 구성과 운영 38
• 1. 교무지원전담팀의 구성과 업무배정 38
• 가. 아무도 모르게 구성하기 38
• 나. 교감: 지침 준수+자신의 경험 40
• 다. 부장교사: 업무 떠맡기 43
• 라. 교무지원전담팀 구성 전과 후의 업무분장 비교: 끼워 넣기 45
• 마. 2차 년도 교무지원전담팀의 업무 변화: 학교평가에 따라가기 53
• 2. 교무지원전담팀의 업무 처리 55
• 가. 말 전달자 교육지원부장 55
• 나. 같은 일 두 번 하기 57
• 3. 교무지원전담팀 운영 결과 58
• 가. 교무지원전담팀 지원 업무에 대한 인식 58
• 나. 교무지원전담팀에 대한 인식 64
• 다. 교육지원부장의 역할에 대한 인식 67
• Ⅴ. 교무지원전담팀 운영의 특성 72
• 1. 형식적 운영 72
• 가. 갑과 을의 교육청과 학교 관계 72
• 나. 이중적 업무처리 74
• 2. 의사소통과정 생략 76
• 가. 일방적 계획에 따르기 76
• 나. 업무분장이라도 공정하게 78
• 3. 실질적 업무 배정 미흡 79
• 가. 교무지원전담팀 업무 배정에 대한 교사 인식 80
• 나. 교사 업무 명확화 필요 81
• 다. 실무원 업무 명확화 필요 84
• 4. 결과 상관없이 그대로 계속 이어가기 85
• Ⅵ. 논의 86
• Ⅶ. 요약 및 결론 90
• 1. 요약 90
• 가. 교무지원전담팀의 구성과 운영 90
• 나. 교무지원전담팀 운영의 특성 92
• 2. 결론 및 제언 93
• 참고문헌 97
• 부록1 설문지 101
• 부록2 A교육청 단위학교 교무지원전담팀 운영 세부 계획 106
• ABSTRACT 119