首席敎師制의 導入 및 實施方案에 關한 硏究

다국어 초록 (Multilingual Abstract)

Ⅰ. The Background of the Study
It is generally understood in Korea that there are two professional groups in the nation's school: regular teachers' group and administrative group representing vice-principal and principal. These two different groups are on a single track of promotion under the current teacher promotion system. In other words, the current law regulating teacher promotion is applied to regular teachers group as well as administrative group, so that a second-class regular teacher as a beginning one can be promoted to a first-class regular teacher, to vice-principal, and to principal.
But, In many advanced countries, two tracks of teacher promotion are implemented: one for regular teachers and the other one for vice-principals and principals. So, a regular teacher should be prepared in administrative requirements to be promoted to a vice-principal and principal under the law regulating school administrator promotion. She doesn't have to be concerned about the law regulating teacher promotion unless she plans to be promoted to a higher teacher.
Under the nation's current teacher promotion system, there are an increasing number of teachers who tend to be less concerned about teaching and guidance for their students and to concentrate their times and energies on promotion to an administrative position like a vice-principal. Also, many teachers are less motivated in teaching due mainly to low morale. They have felt that promotion opportunity is very limited for them to become a vice-principal and principal while in teaching life.
With such problems in mind, many teachers and educators have emphasized that a policy should be initiated at the government level to change the current teacher promotion system to remedy many problems involved in the system. Thus, they have proposed the head-teacher system as an alternative for solutions to the problems.
The main idea of the head-teachers system is to place one or more head-teachers in the top position of regular teachers' group and to have them play supervisory roles for the regular teachers. This system is already implemented in many advanced countries, however it is unfortunate that there are lacks of comprehensive studies on how to introduce the system to the nation's schools and implement it effectively.
Ⅱ. The Objective and Research Problem of the Study
A major objective of this study was to seek and propose certain effective strategies for the introduction and implementation of the head-teacher system through questionnaire survey and in-depth interview on the current teacher promotion system.
For the study, the following research problems were established:
1. What are the problems involved in the current teacher promotion system and the opinions of teachers, school administrators, and teacher personnel administrators on the introduction of the head-teacher system ?
2. What are foreseeable problems and effects anticipated by teachers, school administrators, and teacher personnel administrators, when the head-teacher system is introduced and implemented ?
3. What are the opinions of teachers, school administrators, and teacher personnel administrators on the qualifications, legal status, and selection methods of a head-teacher ?
4. What are the opinions of teachers, school administrators, and teacher personnel administrators on roles of and legal/financial treatments for a head-teacher ?
5. How is the head-teacher system implemented in foreign countries ?
6. What are certain effective strategies for the introduction and implementation of the head-teacher system ?
Ⅲ. The Method of the Study
The study used questionnaire survey and in-depth interview as a research method. For the questionnaire survey, a total of 300 teachers(150 elementary school teachers and 150 secondary school teachers) in the Kyung Kee Province were randomly selected. And two teachers, two teacher personnel administrators, and one principal were selected by the researcher for an in-depth interview.
The collected data were statistically tested by SPSS to find a level of significance at 0.05 and 0.01 according to such variables as teacher's sex, teaching experience, status, and type of school.
Ⅳ. The Findings of the Study
Some important findings obtained from the survey and interview were as follows:
1. It was found that 79.7% of the respondents of the survey were in favor of the introduction and implementation of the head-teacher system in the nation's schools, and 17.0% were undecided. This finding was significantly different at the 0.01 level in the respondents' teaching experiences, teacher status, and types of school(elementary and secondary) respectively. And, all the interviewees showed strong supports for the introduction and implementation of the head-teacher system.
2. Regarding some problems involved in the current teacher promotion system, 54% of the survey respondents indicated a problem in which the system focuses heavily on merits rather than teaching experiences to determine teacher promotion. 20.3% of the respondents answered that one of the important problems faced in the system is a lack of efforts for many teachers to enhance their teaching profession because of down morale . Most of the interviewees expressed similar opinions to those of the survey respondents in the above question.
3. Regarding some reasons for supporting the head-teacher system, a majority of the respondents(58.1%) answered that one of the significant reasons is that the system can not only upgrade teachers' morale, but also create a good school climate in which teachers can concentrate only on teaching. Some respondents pointed out that the system can provide more opportunities for teacher promotion, but 12.4% of the respondents showed worries about confusions and conflicts, which may occur in the roles of a head-teacher and senior teacher.
4. Most of the survey respondents and interviewees were in favor of two tracks of promotion for teachers and school administrators. It was, however, found that a majority of the respondents(46.9%) preferred to adopt teacher's promotion steps from second-class regular teacher to first-class regular teacher, to senior teacher, to head-teacher, vice-principal, and to principal, if a single track of teacher promotion continues to be maintained.
5. In regard to the qualifications of a head-teacher, 70.1% of the respondents answered that first consideration should be taken into her experiences in teaching and her leadership skills as a qualification of head- teacher. 22.4% emphasized that a supervisory skill should be one of the important qualifications of the teacher.
6. It was found that 60.6% of the respondents wished that an optimum ratio of head-teachers in number would be 10% of the nation's regular teachers. But 23.0% wished no limits in numbers of head-teachers, and they hoped that the regardless of the numbers teachers would be appointed , as long as the teachers are qualified as a head-teacher.
Ⅴ. The Conclusion and Recommendation
It was concluded that the findings of the study were almost same between the questionnaire survey and interview. In other words, it was found both in the survey and interview that the introduction and implementation of the head-teacher system in the nation's schools are important to solve some problems involved in the current teacher promotion system and to raise teachers' morale as well as teaching profession.
As a result, the study recommended that the head-teacher system should be introduced to and implemented in the nation's elementary and secondary schools as early as possible, and the government should play a pivotal role in accomplishing this recommendations. The study also recommended that a follow-up study should be conducted to suggest detailed plans, methods, and techniques for the implementation and evaluation of the head-teacher system.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 및 연구문제 = 4
• 3. 연구방법 = 5
• 4. 용어의 정의 = 7
• 5. 연구의 제한 = 7
• Ⅱ. 문헌 및 선행연구 고찰 = 8
• 1. 교원승진제도와 수석교사제도의 의의 = 8
• 2. 외국의 수석교사제도 = 12
• 3. 수석교사제 도입과 관련된 정부의 정책대안 = 21
• 4. 수석교사제 도입에 대한 교육 관련단체의 관점 = 30
• 5. 선행연구 고찰 = 35
• Ⅲ. 결과 분석 = 40
• 1. 설문지 조사결과 = 40
• 2. 심층면접 결과 = 63
• 3. 질문지 조사와 심층면접 결과의 비교 = 69
• Ⅳ. 요약, 결론 및 제언 = 72
• 1. 요약 = 72
• 2. 결론 = 78
• 3. 제언 = 81
• 참고문헌 = 82
• 설문지 = 84
• ABSTRACT = 91