敎育自治制以後 濟州道 敎育槪觀 : 敎育內容 및 方法中心

吳暻鍾 濟州敎育大學校 1979 論文集 Vol.9 No.-

濟州道 어린이집 現況과 問題

吳暻鍾 濟州敎育大學校 1982 論文集 Vol.12 No.-

This survey was underaken in an effort to gain insight into the actual conditions and problems of early childhood education in children's home. 1. Objectives The main purpose of this survey is as follows. 1) Surveying the present situation of children's home in JeJu, 2) Finding out the problems on the nursery activities of children's home in Juju, 3) Finding out the problems on the local distribution of children's home and making a suggetion to arrange new establishment of children's home by regional group as an idea to realize the equality of opportunity in early childhood education. In order to survey the present situation of children's home and its nursery activities, in this paper the five variables, which seemed to influence the nursery activities of children's home, are established. Those are 1) Planning and management of nursery program, 2) The process and method of children's education, 3) Administation surporting system, 4) Parent's attitude toward children's home, 5) The situation of local distribution of children's home. These variables are the content of this survey. 2. Method and procedure In order to accomplish the objectives of the survey, 30 children's home, 60 nursery teachers and 358 parents of children's home-attender were selected by random sampling. The statistical materials employed for analyses in each area of the variables were mainly based on 1) Documents, 2) Interviews with parents, principals and nursery of teachers children's home through guestionaire and checklist, 3) Observation on the nursery activities. 3. Results 1) The actual situation of children's home in Jeju. Number of children's home and its attenders by regional group in Jeju are as follows Number of Children's Home and Its Attenders by Regional Group _________________________________________________________________________________________________________ Grand Total Jeju City North Jeju-kun South Jeju-kun Classification _________________________________________________________________________________ Foundation By Foundation By Foundation By Foundation __________________________________________________________________________________ T C P T C P T C P T C P _________________________________________________________________________________________________________ Number Child- ren's Home 37 13 22 15 7 8 11 4 7 11 4 7 _________________________________________________________________________________________________________ Number of Children Admitted 3,056 1,306 1,750 1,246 666 580 959 339 620 851 301 550 _________________________________________________________________________________________________________ T=Total C=Coroperation P=Personal 2) In the eye of law and first motivation of foundation, the characteristics of children's home is to protect and nurse children in place of their parent's role. But principals and nursery teachers perceives the children's home as an institution of early childhood education rather than an nursery institution. Though mainly the domain of emotional and sociality development are emphasized in the content of present nursery program but for the future, the educational fuction, especially the domain of cognitive development, must be emphasized in its nursery program. 3) There are 132 primary school district in Jeju. The-primary school district is maximum area for attending school on foot. To realize the equal opportunity of children's home by regional group, at least, it is need of one children's homes must be established in Juju. 4) The great shortage of educational facilities and learning materials is a powerfull impedimentary factor to provide children with variety of learning experience. 5) Administrative supporting to teacher's nursery activities is insufficient. It make nursery teachers to be in difficulty and ineffiective for their practices.

敎科 敎育學의 內容構成 : 무엇이 問題인가?

吳暻鍾 濟州敎育大學校 1996 論文集 Vol.25 No.-

敎育行政에 있어서 리이더쉽 狀況理論

吳暻鍾 濟州敎育大學校 1983 論文集 Vol.13 No.-

This paper was undertaken in an effort to gain insight into the contingency theory of leadership. The presuse leading to a contingency theory has largerly come from people who are actually practicing management. It is becomeing more and more apparant that neither the guantiative nor behabioral approaches have all the answers. A contingency approach to organization takes a dlifferent view : although there is no one best way to organize and manage people in all situations. There are certain designs of organizational structure and discribable management methods that can beidentified as being most effective under specific situational contingencies. The key to understanding and dealing effectively with Organizational behaveor, from a contingency point of view, lies in being able to analyze the critical variables in a given situation. This paper has selected five contingency thesories or models in order to examine the situational variables adopted in those models. Those are: 1. Fiedler,s leadership contingency theory 2. Farril' five-factor contingency approach 3. House' Path-Goal leadership theory 4. Vroom's normative leadership model 5. Hersey and Blanchard's situational leadership theory In sum, three basic propositions underlie the contingency approach to organizational behavior 1. There is no one best universal way to organize administer schools 2. Not all Ways of organizing and administering are equally effective in a given situation: effectiveness is contingent upon appropriateness of the design on style to the situation. 3. The selection of organizational design and administrative style should be based upon careful analysis of significant contingencies in the situation. This paper find out the fact that the situational variables adopted in those contingency models are various. But, execpting fiedler,s model, they are somewhat are related with one or more organizational componets, i.e., the task itself of leader-followers relations rather than a set of organizational components that define the basic nature of an organization as a complete organizational unit. For example, each situation of the eight situation (group) of Fiedler,s leadership model is an organizational situation that has the basic organizational components as a complete organizational unit. His model,s contribution is in combining situational variables into a complete organizational unit. This paper believes that future research also should include variables from each of a set of the elements that an organization consists of, at least, such as tasks, leader-followers relations and traits (or leadership styles).

敎育行政 理論과 組織內의 人間觀

吳暻鍾 濟州敎育大學校 1984 論文集 Vol.14 No.-

敎科 敎育에서 가르치는 敎育內容과 배우는 敎育內容 : 文學敎育과 관련하여

吳暻鍾 濟州敎育大學校 1998 論文集 Vol.27 No.-

濟州道 將來 敎員需要 판단

吳暻鍾 濟州敎育大學校 1977 論文集 Vol.7 No.-

The main purpose of this study is to project increasing demand for teachers of primary, middle and high school to 1977-1986 in Jeju. In order to project increasing demand for teachers, in this paper the four variables, which influence the number of demand for teachers, are established. Those are (1) The future numbers of students of primary, middle and high school in 1977- to 1986. (2) The expected total numbers of classes by school year and grade. (3) The expected total numbers of natural increasing classes by school year (4) The expected numbers of retired teachers by school year. In this paper, it is defined that increasing demand for teachers will be influenced by number of natural increasing classes and retired teachers : also that number of natural increasing classes will be decided by number of students per one class and grand total number of students by school year. In this studey, the different result of projections were suggested according to seven alternatives that come from the three premise concerning number of students per one class and the different method concerning projection of future total number of students. Those are as follows, <Primary school> ========================================================================== Premise I Premise II Premise III -------------------------------------------------------------------------- number of students ☆ 70 person 65 person 60 person per one class (Present Level) (Legal Quota) -------------------------------------------------------------------------- method of student · Low Pr- Medium Low Medium Low Medium projedtion ojection projection 〃 〃 〃 〃 -------------------------------------------------------------------------- alternatives ① ② ③ ④ ⑤ ⑥ ⑦ -------------------------------------------------------------------------- ☆ When the number of Ist grade classes (in school year 77') will be adopted in the future. As a result of this study, the expected total number of increasing demand for teachers of primary, middle and high school are shown as following : Expected Demand for Teachers by School Year (Primary school) ========================================================================== School Year→ Classification↓ 77 78 79 80 81 82 83 84 85 86 -------------------------------------------------------------------------- alternatives A 1,490 1,527 1,548 1,580 1,584 1,607 1,607 1,607 1,607 1,607 ① B · 57 41 53 25 44 21 21 21 21 -------------------------------------------------------------------------- alternatives A 1,490 1,532 1,558 1,595 1,607 1,642 1,656 1,665 1,676 1,692 ② B · 62 47 58 33 57 36 31 33 38 ------------------------------------------------------------------------- alternatives A 1,490 1,539 1,574 1,622 1,647 1,694 1,724 1,747 1,770 1,792 ③ B · 69 56 69 47 69 53 46 46 46 -------------------------------------------------------------------------- alternatives A 1,490 1,611 1,634 1,676 1,688 1,724 1,739 1,755 1,771 1,784 ④ B · 142 45 64 34 59 38 39 39 37 -------------------------------------------------------------------------- alternatives A 1,490 1,684 1,659 1,717 1,742 1,791 1,821 1,844 1,863 1,883 ⑤ B · 150 63 81 48 73 54 47 44 45 -------------------------------------------------------------------------- alternatives A 1,490 1,661 1,678 1,754 1,779 1,822 1,829 1,838 1,852 1,866 ⑥ B · 193 59 79 48 67 31 33 39 39 -------------------------------------------------------------------------- alternatives A 1,490 1,670 1,7186 1,793 1,835 1,895 1,920 1,937 1,957 1,968 ⑦ B · 202 70 98 66 85 50 42 46 37 -------------------------------------------------------------------------- ※ A : Total Number of Teacher B : Number of Demand for Teachers Expected Demand For Teachers By School Year (Middle & High School) ========================================================================== School Year→ Classification↓ 77 78 79 80 81 82 83 84 85 86 -------------------------------------------------------------------------- Middle School A 724 751 751 751 760 769 778 787 799 820 B · 71 44 44 54 54 55 55 59 69 -------------------------------------------------------------------------- High Grand A 590 649 700 728 745 761 777 803 815 827 School Total B · 88 83 60 51 50 51 62 49 50 -------------------------------------------------------------------------- Humanitic A 266 289 308 322 329 336 343 355 360 365 Course B · 39 37 32 26 26 27 32 26 26 ------------------------------------------------------------------------- Vocational A 324 360 392 406 416 425 434 448 455 462 Course B · 49 46 28 25 24 24 30 23 24 ------------------------------------------------------------------------- ※ A : Total Namber of Teachers B : Number of Demand For Teachers

敎育大學에서의 人口敎育

吳暻鍾 濟州敎育大學校 1978 論文集 Vol.8 No.-

敎育行政에 있어서 狀況適應理論의 人間에 대한 假定의 分析

吳暻鍾 濟州敎育大學校 1986 論文集 Vol.16 No.-

One of the primary factors that influences the nature of any organization, its character, the ways in which functions if the set of assumptions about human nature and how they behave that is held by the administrators of the organization. This paper was uindertaken in an effoer ① to become aware of different sets of assumptions that the administrator might have regarding people in organizations and how they behave, ② to identify and analyze the effects of assumption about human nature on Contingency theory. The four sets of assumptions aout human being are presented in this paper;① rational-economic man ② social man ③ self-actualizing ④ Complex man. The human, as a rational-economic creature, is motivated by economic incentives and seeks to maximize economic gain. When the rational-economic human fails to achieve managerial objectives. remedies include re-examining the reward plans to insure that rational-economic workders can clearly see their payoff, re-analyzing job structure so that work is efficient, and re-examining the Control structure so that those who loaf can be spotted and then punished or those who overachieve can be identified and rewarded. The opposite and of the continum is the complex human. The Complex assumption about human nature is congruent with administration-Contingency theory. By this assumption, individuals are seen as Complex and highly variable in their motive structure. While motives may be arranged in some type of hierachy, the hierachy may change over time as a result of learning, and may shift with situation. Successful managerial stgrategy requires the administrator to learn to value differences, be flexible, and inquire diagnostically about which motives are in play in this particular situation. The assumptions and relationships to job factors are summarized as foollwing: Management's assumptions about people ??

敎育內容과 敎育方法과의 關聯

吳暻鍾 濟州敎育大學校 1997 論文集 Vol.26 No.-