교사다면평가제에 대한 초·중등 교원의 인식 연구 = (A) study of elementary and secondary school teachers' recognition of multi-source assessment system of teachers

다국어 초록 (Multilingual Abstract)

1. Purpose and scope the Study:
This study examines teaching staffs recognition of current teacher evaluation systems with the intent of proposing a more desirable form and management of multi-source assessment systems-that is, those systems where evaluations are undertaken by numerous persons including the school's principal and vice-principal, teachers, students and parents. To achieve this, the study sought to determine the following:
1. What do teaching staff think of current teacher evaluation systems?
2. What do teaching staff think of the introduction of multi-source assessment systems?
3. What do teaching staff think of the need for a more effective multi-source assessment system and the manner in which such evaluations are used? And,
4. what do teaching staff think of the multi-source assessment system announced by the Education and Human Resources Ministry?
As a means of answering these questions, the study utilized a variety of research methodologies including, but not limited to, primary document research, and questionnaires.
2. The method and the content of the study:
As indicated, this study proposes a more desirable form and management of multi-source assessment systems is needed and that such a system should be based on the way in which teaching staff actually recognize such systems. To determine the validity of this proposal, and too answer those questions outlined above, the study incorporated document research and field research involving the distribution of questionnaires to 350 primary and secondary school teaching staff in the eastern districts of Cheolla Province. Of these 250 were completed and returned by recipients of which, 11 were excluded due to improper completion. To determine the validity of the survey questions answered and to determine statistical diffcrences within responses, the research utilized the following tests: T-test, F-Test, and Chi-test. As a post-hoc test, the researcher utilized the Scheffe Test method.
3. Summary of Research Conclusions:
As result of the study undertaken and the assoiated findings, this research reaches six major conclusions, each of which are dealt· with below.
First, consideration should be given to a quick introduction of a teacher-approved, multi-source assessment systems-that is, those systems where evalutions are undertaken by numerous persons including the school's principal and vice-principal, teachers. The rationale for such an introduction is that it was found that teachers consider current assessment systems do not justly assess teachers, do not provide relevant assessments, and may in themselves by unreliable based on an appraiser's bias.
Second, notwithstanding the first conclusion above, the study determined that before such a multi-source assessment system is brought into effect, present problems (as perceived by respondents) need to be addressed. Such problems include: group selfishness, a failure to set clear evaluation standards, and a failure to set fair standards based on school size.
Third, it is recommended that both principals and vice principals should fully appraise a teacher's subject teaching abilities, the teacher's own personality and style of teaching as determined by his or her understanding of and affection toward students, coupled with their own degrees of sacrifice and morality, and the teacher as an employee including their performance and duty as a public servant-keeping to the rules of employment and their diligence. Additionally, it is recommended that a teacher's co-workers appraise their fellows' human relationships-fellowship and cooperation with others within the school.
Fourth, that multi-source assessments be undertaken twice a year and that the results be open.
Fifth, that the results of evaluation by principals and vice principals be used to improve teaching and learning methods and too provide opportunities for professional improvement, promotions, and for setting standards for teacher training and/or re-training. Further, that co-teacher appraisals be used also to improve teaching and learning methods, provide opportunities for quality professional improvement, and that information about teachers' merits and demerits be utilized positively with the awarding bonuses and salary increases, information for giving bonus, prizes for teachers, salary.
Sixth, Education and Human Resource Ministry's multi-source assessment system is highly welcomed but that it needs a thorough preparation before introduction, and that the 'tools' for evaluation or setting evaluation standards should be made by professionals such as Education scholars, Eudcation administrators, teaching staff or an evaluation team.

목차 (Table of Contents)

• 목차 = ⅰ
• Abstract = ⅵ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• 3. 연구의 제한점 = 3
• 4. 용어의 정의 = 4
• Ⅱ. 다면평가제에 대한 이론적 고찰 = 6
• 1. 다면평가제의 논의 배경 = 6
• 2. 다면평가제의 개요 = 15
• 3. 다면평가제의 운용 = 20
• 4. 다면평가제의 활용사례 = 29
• 5. 다면평가제 도입에 대한 여론 = 32
• 6. 선행연구의 고찰 = 35
• Ⅲ. 연구의 방법 = 39
• 1. 연구의 대상 및 표집 = 39
• 2. 조사도구 및 조사내용 = 40
• 3. 자료처리 = 41
• Ⅳ. 연구결과 및 해석 = 42
• 1. 현행 교사평가의 실태와 문제점 = 42
• 2. 교사다면평가제에 대한 교원들의 인식 = 53
• 3. 교사다면평가 방법 및 평가결과의 활용방안 = 65
• 4. 교육인적자원부가 발표한 교사다면평가제에 대한 인식 = 73
• Ⅴ. 결론 및 제언 = 77
• 1. 요약 = 77
• 2. 결론 = 87
• 3. 제언 = 88
• 참고문헌 = 90
• 부록 = 95