校監의 役割遂行能力 評價準據模型

다국어 초록 (Multilingual Abstract)

1. Purpose of the Study
The Purpose of this study is to develop evaluation criteria model to improve competencies of vice-princeipal's role-performance. To achieve this ultimate goal, this study has the following specific objectives.
1) To prepare criteria and methods to evaluate competencies of vice principal.
2) To develop evaluation criteria model on the basis of developed evaluation criteria and methods.
3) Finally to apply the developed evaluation criteria model to reality for verification and to seek a utilization plan.
2. Research Methods
In order to accomplish the objectives, the following methodologies are adopted.
1) To compile and analyze school administrator evaluation system and reference book and leaflets about vice-principal's role operated and studied at present.
2) From the five areas of competencies total 50 items have been drawn. The five areas are as follows.
(1)Competencies for curriculum and instructional improvement.
(2)Competencies for improving student and staff personnel service.
(3)Competencies for improving research activity.
(4)Competencies for improving financial and administrative performance.
(5)Competencies for improving school-community relations.
3) To enforce evaluations to principals, vice-principals, teachers in elementary and secondary school in Chunnam Yeonggwang-gun for verifying the developed evaluation model.
4) The instrument was prepared by the questionaire consisted of evaluation criteria set up in this study. The validity of items was made through jury panel. The data were analyzed by employing the statistical package for social science (SPSS).
5) The questionnaire consists of two form:The Ideal form and Real form. Each form contains 50 items that are thought of as statements of proficiency that describe components of competence.
(1) In the Ideal form, the scale is related to the "degree of importance" from "very important (5)" to "not important(1)".
(2) In the Real form, the scale is related to the "Level of performance" from the "very well(5)" to "very poor(1)".
6) Assessment Model refered to as the Quadrant Assessment Model compares the Ideal and Real sets of expectations-perceptions of the sample.
3. Conclusions
The primary purpose of vice-principal evaluation is to get informations need in improvement and to utilize it for basic data of personnel changes is only a secondary purpose. Evaluation criteria model developed in this study, therefore, has significance of geting informaitions to improve competencies of vice-principal's role-performance. On the basis of above discussion, researcher can get to the conclusion as follows.
1) The evaluation criteria presented in this study is an index to vice-principal's role and also tells us the direction of job performance.
2) This approach for the vice-principal evaluation applies benefit informations not merely for principals and teachers but for vice-principals themselves. That is, it helps the vice-principal to become aware of perceptions and expectaions of both principals and teachers and compare these with his own predispositions.
3) There is inner and outer influential elements, constantly changing school organization and in accordance with it, the role expectations for vice-principal are also changing. This approach for the vice-principal evaluation tells us differences and changes of role expectation to vice principals. It also promotes the improvement, prescription and clarification and affirms the competencies needed in role performance of vice-principal.
4) Since each school is a unique social organization with its own peqculiarities and needs, role description for the vice-principalship have to take in to account these considerations. Although a great number of components of competence will be common to all vice-principals, variations exist in each shcool. The Quadrant Assessment Model has to be capable of measuring these differences and of identifying those area of competence which are common for all vice principals, and individual vice-principal.

목차 (Table of Contents)

• 목차
• I. 緖論 = 1
• A. 硏究의 趣旨 및 目的 = 1
• B. 硏究의 內容 및 方法 = 2
• C. 硏究의 制限點 = 4
• II. 理論的 背景 = 5
• A. 校監評價의 意義와 目的 = 5
• B. 校監評價의 接近方法 = 7
• C. 校監의 役割과 能力의 關係 = 9
• 1. 役割의 槪念 = 9
• 2. 役割行爲의 決定過程 = 10
• 3. 能力의 槪念 = 11
• 4. 役割과 能力의 關係 = 12
• D. 先行硏究의 槪觀 = 14
• III. 評價準據 模型開發 = 18
• A. 校監能力의 評價準據 = 18
• 1. 學校組織에 있어서의 校監의 役割 = 18
• 2. 校監能力의 領域化 = 19
• 3. 評價準據의 設定 = 22
• B. 評定尺 = 27
• C. 校監能力의 評價模型의 構成要素 = 27
• 1. 評價目的 = 27
• 2. 評價方法 = 28
• 1) 參與者 = 28
• 2) 道具 = 29
• 3) 結果의 解釋 = 29
• 4) 結果의 活用 = 31
• 5) 事後 會議 = 32
• IV. 評價準據模型의 妥當性 檢證 = 33
• A. 調査對象 全體의 反應結果 = 33
• B. 學校別 反應結果 = 39
• 1. 事例 1-A 高等學校의 反應結果 = 39
• 2. 事例 2-E 中學校의 反應結果 = 45
• 3. 事例 3-G 國民學校의 反應結果 = 50
• C. 評價準據模型의 妥當性 = 55
• V. 要約 및 結論 = 57
• A. 要約 = 57
• B. 結論 = 60
• ·參考文獻 = 62
• ·附錄(校監 役割能力 評價를 위한 質問紙) = 65