學校行政家의 指導性 模型에 관한 硏究

金周健 亞成出版社 1982 釜山女子大學 論文集 Vol.4 No.-

Leadership is one of the most important functions school adminis-trators perform in educational administration, School administrators are constantly under the pressure to make necessary actions rationa-lly in order to accomplish the goal of the educational institution effectively. The purpose of this study is to clarify the significance of lead-ership and to search for the efficient leadership style in educatio-nal administration on the basis of the theoretical background of leadership behavior and the tendency of its research. In several viewpoints which leadership behavior styles can be explained , three classification can be given as follows. ⓐClassification according to the command of leader. ⓑClassification according to the aim of organization. ⓒClassification according to the personality theory. In the classification of the command of leader, three leadership styles ; autocratic , democratic and laissesfaire divided by K.Lewin,R.Lippitt and R.White are analysed as being typical. The practical research on each style proved that democratic style is the best one , however, it is not good in any time , any place and Under any Condition, Sometimes the mix of the styles is noticed to be ideal. In the classification of the aim of organization , there are task (goal)-oriented and member-oriented of organization , Both task -oriented and member-oriented are ideal style of the greatest value. As measuring tool for leadership behavior styles, the research basedon A.W.Halpin's L.B.D.Q(Leadership Behavior Description Questionn-aire) is analysed as being representative. In the Classification of the Personality theory, the view of life based on theory X and one on the theory Y, The aspect of life based on theory Y rather than theory X is more successful and ideal , School administrators must be emphasized on theory Y in practical leadership behavior In conclusion, school administrator should consider the strong and weak points of leadership behavior styles, It must be considered not only that leadership styles according to the leader, subordinate and situation, but also that focus should be put on the behavior rather than the abstract image of styles. Leadership must be considered on the basis of functional and sit-uational standard than substantial standard , The patterns of leader-ship behavior must be such as school administrators can realize the conviction of security of human resources within-school. School administrators must grasp whereabouts of members desires and satisfy all their desires, They must make plans to show their leadership and devote more time to leadership than administration and also they must be given the objective evaluation of leadership behavior.

교사의 과업태도 측정도구 개발

김주건 부산여자대학 2001 釜山女子專門大學 論文集 Vol.23 No.-

The purpose of this study is to develop the evaluation tools of teacher' s task attitude through the empirical analysis. The research tools for the positive analysis consist of the questionnaires to develop the evaluations of teacher’s task attitude. The sub-variables of teacher's task attitude were self-confidence, pride, loyalty, value, interest, participation, and human relations. These tools were used to find out the task attitude of the secondary school teachers. To measure the validity and reliability of the items related to these seven variables, questionnaires were devised through statistical procedures. The statistical techniques for data analysis were used by standardized Item Alpha. The reliability of the tool was Alpha .8601. Above all,it is important to be emphasized to study on the teacher's task attitude in school organization. On the empirical study, teacher’s task attitude showed high relations to school effectiveness. In accordance with this research, the teacher' s task attitude needs to take some actions or policies approximately as follows sharing power among constituents of school, elimination of bureaucracy, job satisfaction, teacher leadership, professional working-condition, participative management system, self-control, teacher education, staff development, team-building, and shared decision -making. This study suggests some fundamental necessary for the examination and readjustment concerning teacher education. These principles include adequacy, efficiency, stability, consistency, specialty, priority and democracy. For the efficient development of teacher's task attitude, it is necessary not only to supplement and amend the current regulation but also to readjust reasonably the current division of works among the actual situations at school system

專門大學 敎育의 効果性에 관한 硏究

金周健,朴善夏 부산여자대학 1992 釜山女子專門大學 論文集 Vol.14 No.-

The purpose of the study was to explore the status quo of junior college education in Pusan area ín the economic dimension of education and to project new consideration for students or theír parents who would take this educational institution by using the benefit-cost analysis approach as a analytical tool. The contents of the study were as folIows : 1) To review the relationship between production and costs of higher education 2) To examine outputs of higher education and their impacts on its benefíts 3) To derive an analytical model to be used in the study from the revíew of literature related to benefits and costs of higher education The methodology of the research was divided into two areas : review of related literature and students survey. For the analysis of some of the characteristics. published documents were available. The economic variables. private educational costs and expected income were available from the survey. The wage and income data were available from the government documents. personal interviews were used to clarify any pecularities in obtained data. The student survey was conducted with twelve juníor college of pusan area. The questionnares were administered wíth a random sample of 1500 students. An appoximate return rate of 80 percent of the sample was realized. On the basis of major findings from the research the conclusions may be summmarized as follows: 1) The private costs of education was composed of 80 percent of the educational costs tuition and fees students pay to this institution. Thus private expenditure to be spent for their education could be greatly decreased given public and private financial aids to students needs. The public responsibility for incrasing private costs of education should be encouraged for the equal opportunity of education among students from low income family. Since the benefits of junior college education are not limited to only students themselves and spill over the community and society. they beloing to. better working partnership with industrial community must be strengthened for this purpose. 2) In Pusan area the wage structure by educational attainment was obvious that the extremely narrow gap between high school graduates and junior college graduates was impossible to works as an incentive in making of the choice for the college. Then link between the industry and the college must be strengthend. and the functioning of junior collgeg system has to be checked periodically so as to identify inconsistence with respect to its capacity to resond to the changing needs of the industrial commumty. 3) Estimates of the rates of return to the college showed that the rate of male student was 2.1 % and female. 5.6 % •It should be emphasized that rates of return varied by individual attributes. program of study. and other factors. However. it appears that the rates of return to education in Pusan area were much lower than those of national average of male' s 14.1 percent and female' s 162 percent. It suggests that investment in this education in Pusan was not profitable for the individual. The main reason for the rates of return was widely seen in pessimistic results of practices on the labor marker for junior college graduates whose wage level is no different from that of high school graduates. and also. the decrease in rates might be caused by a high level of private costs of education and low level of public support for the college. therefore. considered the rate of return as a decision criteria in choosing the junior college an incentive for the choice might be greatly decreased. in the near future the quality of junior college-educated manpower should be enhanced with the links to Chamber of Commerce. Small and Medium Industrial Association and other related organizations in Pusan.

臨床奬學을 통한 幼稚園의 授業改善

金周健 부산여자대학 1984 釜山女子專門大學 論文集 Vol.6 No.-

The purpose of this study was to develop a practical clinical supervision for the improvement of instruction in kindergartens. The specific questions to accomp- lish the purpose of this study were asked as followes. 1) What are the characteristics and elements of clinical supervision? 2)What is the appropriate process of clinical supervision for the present kindergarten's setting? 3)What are the effective ways of instruction in kindergarten based on the theory of clinical supervision? The study was carried out mainly through reviewing literature and documents in the theory of clinical supervision. The results of the study are summed up as follows. 1. Clinical supervision can be defined as the phase of instructional supervision which draws its data from first hand observation of actual teaching situations and involves face to face interaction between the supervisor and the teacher in the analysis of teaching behaviors and activities for instructional improvement. 2. It was emphasized to havε a mutual respect relationship between supervisor and teacher and special attention should be paid to the communication and colleagu- eship as well as the characteristics of early childhood education. 3. The process and important activities of clinical supervision in this study were specified into three steps ; Planning conference, Classroom observation and Feedback conference. 4. It was recognized that instructional improvement in the classroom is the ultimate goal of clinical supervision, then the supervisor must be willing to spend considerable time working with individual teachers on classroom problems and issues. Rapport and openness are important characteristics in the clinical supervisor-teacher relationship. 5. There are some problems which should be solved to improve the supervisory function and behavior. Accordingly, the long and short range programs should be planned in pre-service and in-service education programs for supervisory personnel in the early childhood education.

학교조직효과성의 측정준거 분석

김주건 부산여자대학 2005 釜山女子專門大學 論文集 Vol.27 No.-

The purpose of this study is to analyze the evaluation criteria on school effectiveness. According to the previous studies, various factors that need to be considered for establishing the evaluation criteria on school effectiveness are discussed. First, the most widely used criteria for the school effectiveness were output and achievement of objectives. Second, while it is suggested to use similar criteria in evaluating organizational effectiveness by Georgopolous, Tannerbaum, and Mott, other scholars have suggested to use unique evaluation criteria reflecting the uniqueness of each characteristics, objectives, and members. Third , Argyris and Likert adopted a deductive approach to consider organizational characteristics in evaluating school effectiveness. On the other hand, Price emphasized to select a technical approach to avoid the influence of prior studies. Fourth, recent studies by Kimberly, Miles, and Cameron point out the importance of dynamic viewpoint considering the various environmental changes within the school system unlike other previous studies that considers mostly static viewpoint. Fifth, criteria for the evaluation of school effectiveness tend to be different for the viewpoint of each researcher. There could be various evaluation criteria between school itself and supervisory organization. However, the proper criteria should be considered by school members including principal, teachers and PTA. Sixth, in most studies the evaluation criteria of the school effectiveness turned out to be related to student achievements, teachers’ job satisfaction, organizational climate, consistent school administration and appropriate preparation against environmental crisis.

自然權 槪念의 分析

金周健,成炳昌 부산여자대학 1988 釜山女子專門大學 論文集 Vol.10 No.-

The purpose of this study is to identify the concept of natural right. In this sutdy, firstly, the concept and definition of right ar reviewed. secondly, types of right in relation to analysis of the meaning of natural right, moral right, positive and negative right, are reviewed. Thirdly, in the historical development, the change of concept of natural right are reviewed on the basis of the version of the prominent scholars in the natural right. Fourthly, the concept of natural right are synthesisly analyzed on the basis of disussion. Major findings through the literature analysis are as follows 1) The concept of rights include the meaning of qualiification, duty, resistance and interests. 2) The concept of natural right are correlated to moral right, positive and negative right. 3) The concept of natural right are changed in the historical development, but comparatively lately, the natural right are grasped more actuality. 4) The natural right is the human right, the basic right morally and inalinenable right on the basis of the harm principle.

敎授·學習指導에서 學校長의 役割

金主健 부산여자대학 1986 釜山女子專門大學 論文集 Vol.8 No.-

The Purpose of this study is to analyze the role of principal in terms of major concepts, tasks and theories in instructional leadership, and to construct an overall role framework for the principal' s instructional leadership. In general the role of principal is well known two activities. One is the professional person with intense interest and desire to lead in instruction and learning, and on the other hand he is the manager who has the responsibility to “ keep school" through the proper administration and management of people and things as expected by the central administration. In this way the eternal struggle always takes place and in the end the strong instructional leadership role is always set aside because of the immediacy and press of everday administrative duties. It can be defined that role is a standardized pattern of behavior that is expected of everyone in a particular position. However, it is not clarified what the principal' s specified tasks and responsibilities are in spite of a key figure in improving curriculum and instruction. Role ambiquity will increase the probability of principol’ s dissatisfied with his job, experiencing anxiety, and consequent1y performing less effectively. What is needed urgent1y is an honest appraisal of the principal' s role as the instructional leader. There are a number of factors which prevent the principal from spending the time on instructional leadership. 1. The great majority of schools are considered that the principal is the chief administrator and gets responsible for all management details owing to the concentration of centralization and bureaucratism. 2. It is easier to evaluate and account for job activities when dealing with people and things than with instructional leadership and ideas. 3. The central administration places priority on a “ Well-run" school on smooth operation ; getting reports in on time, maintaining a well-kept building and grounds, good management of supplies and equipment, personnel problems, community controversies and discipline problems, etc. 4. There is greater prestige associated with being considered an executive who is “ administratively in charge" rather than professional role as a result of the large size of school. 5. Preparation programs for principals emphasize more management and administration than they do instruction, curriculum, program evaluation, supervision, and human relations. 6. Mary school principals have a lot of difficulties in performing the teaching activities, in-service education for teachers, poor management of supplies and equipment, and excessive miscellaneous works resulting from poor educational finances. The following conclusions are made on the basis of the findings that were derived from the analyses of the principal' s role in the instructional leadership. 1. To establish and clarify the goals of curriculum at school. 2. To allocate and support the adequate equipment, supplies, and materials for achieving educational objectives. 3. To evaluate and develop effective instructional program. 4. To operate and organize the curriculum on the basis of a sound and current set of learning principles concerning curriculum matters. 5. To select and appoint all staff members for the greater instructional effectiveness. 6. To develop and apply the most effective administrative and supervisory procedure and practices. 7. To encourage cooperative development of meaningful program of in-service education. 8. To help staff understand the informations for the change of instructional programs. 9. To facilitate staff involvement in program development. 10. To encourage staff to collect all available informations on the student' s learning needs. 11. To hold reqular principal-teacher conferences to analyze if school programs and activities are effectively meeting the goals and objectives of the school.

학교조직에서 동기이론 적용 모색

김주건 부산여자대학 2002 釜山女子專門大學 論文集 Vol.24 No.-

This study stipulates the motivational endowment as a desire of each members within the organization for the achievement of the organization goals in relation to the inner state of individuals in strengthening, intermission or maintaining of activities. Every organization has interests in motivating each members for their voluntary endeavor in order to effectively achieve the organization goal. In this sense, it can be assumed that teachers with self motivation and confidence strive more effort in task achievement with higher motivation for the success of thetask. Motivation for the achievement function not only as an important inner force determining developmental and attainable activities of each individual. but also as a driving force of economical development of society or nation. And it is very important to recognize that motivating the teachers as human resources is indispensible in encouraging the motivation for achievement. Therefore, the increase of the efficiency of the school organization only can be achieved by encouraging the motivation of teachers. The close relation between the motivation for the achievement of teachers and the efficiency of school organization can be easily understood by observing the characteristic of teachers with high motivation. Research results by Maslow, Herzberg and McGregor also indicate that motivation of teachers for the achievement has great influence on the efficiency of school organization. This is because people with higher motivation take more responsibility for their tasks and puts more effort in performing their tasks , Therefore, the following roles of principals are suggested in order to improve the motivation of teachers, which is a must for the efficient achievement of the goal of school organization: 1. Principals need to identify the desire and the goal of individual teacher. 2. Principals play the main role to stimulate the spirit and the harmony of teachers. 3. Principals recognize teachers as an active, independent and self-controlled individual with mature personality. 4. Principals encourage the extensive participation of teachers in planning school affairs. 5. Principals help teachers to understand the required standard and monitor their responsibility and obligation.

敎育의 機會均等과 敎育政策的 課題

金周健 부산여자대학 1983 釜山女子專門大學 論文集 Vol.5 No.-

The purpose of this study is to examine the concept of equality, equal of educa-tional opportunity, and what they suggest for the educational policy. Especially, the study is (l)to clarify characteristics of equality of educational opportunity, (2)to identify the elements of impediment for the equality of educational oppor-tunity (3)to suggest the tasks of policy directions for the improvemeut of the present condition of educational equality. Results of the study are summed up as follows. 1. In the process of making policy, the open-hearted education-system should be regarded as the first principle of educational policy. 2. The approach of equal opportunity is so important matter in view of result-equality that the realization of equal opportunity should be centered on the equality control of school attainment. additionally, it is necessary that we should make a decisive policy to realize constructive and differential educa-tion based on potentialities. 3. The matter of equal opportunity becomes the object of discussion in higher education so that students should not be lacking in the chance because of social class and regional disadvantages, and unfortunate people should be able to over-come them with assurance under the assistance of policy. 4. Special attention should be paid to the fact that the minimum of an educational finance and the readjustment of resources are necessary to equalize educational opportunity.

유아교사 양성체제의 개선방향

김주건 부산여자대학 1999 釜山女子專門大學 論文集 Vol.21 No.-

The purpose of this study is to investigate the actual condition and problems of the Pre-school teacher training system and to suggest a remedial policy. The problem of the training system seems not to be solved only by the related facilities. Namely it contains very complicated matters such as the problem between the discrimination against junior college in favor of university. between Pre-school and day care school. the continuity problem between Pre-school and elementary school. the argument between dual and unifying education systems in a policy perspective. " the for and against" debate on establishing childhood education law and problem of financial aid for education. In a Knowledge-based society. it is a meaningful task to discuss an improvement policy for the system to create more qualified teacher. To bring up more qualified teachers. the following requirements should be made-the establishment of an advanced training college. the securing of highly motivated students. the extension of the education period. the increase of financial investment in the training system. the employment specialized professors for college. the favorable treatment of teachers I am hereby suggesting an improvement policy for the Pre-school teacher training system on the basis of study. 1) It is necessary to lengthen the academic year of junior college from 2 year to 3 year in order to improve the specialty and quality of teachers. 2) The current dual training system as Pre-school and day care school teacher should be unified through the discussion and successive procedures. 3) A newly organized teacher' s certificate. for enhancing the continuity between Pre-school and low-grade elementary school. should be reserved. 4) The gradation of qualification between teachers from junior colleges and universities is not fair so it is better to change the current 2year term of junior college to 3 years and to provide opportunities for continuing education 5) There should be promoted a profound prerequisite research on introduction of the evaluation approval system for Pre-school teacher training college. 6) The teaching practice period (only if changed to a 3years system)should be increased by either 3months or 6months 7) The regulation that elemental‘'y school teacher can be Pre-school teachers automatically must be deleted to boost the specialty of childhood education.