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申仲植(Shin Joong Shik) 국민대학교 교육연구소 1989 교육논총 Vol.8 No.-
Simulation is a method of approximating reality. Its utility is legion especially for educational, training, and research purposes. Its widespread utilization in the United States and the Soviet Union has not only extended and refined its practical applications but also brought it directly into the living rooms of the world. The University Council for Educational Administration has been the single most important force in extending the utilization of simulated materials in the preparation of administrators. It has also supported the strengthening of new conceptualizations of the role, purpose and function of simulation as a vehicle for training. The UCEA urban school simulation program of the late 1960s involved a large number of professors of educational administration as well as practitioners in its development. New approaches to materials development, as well as their use in preparation, were produced. But much more needs to be done. We need to invest considerable time and resources in many areas. During 1958~59, 232 elementary school principals, assembled at selected centers throughout the country, served for one week as principal of the same school, the Whitman "simulated" School. There they faced situational tests involving the solution of administrative problems. The tests were administered as a part of the research project, "Development of Criteria of Success in School Administration." The purpose of the research was to obtain a better understanding of patterns of administrative behavior, It was also anticipated that the study would provide a better base for selecting principals. In preparing background materials for the situational tests of the DCS project, a great deal of information was gathered on an actual school and community through careful and thorough investigation. Motion pictures, film strips, tapes and printed materials were developed to present information about the school and community which came to be known as Whitman and Jefferson Township, respectively. The very diverse and comprehensive materials which were prepared on the Whitman School and the Jefferson Township provided the base for the simulated situations. Although the materials in the DCS project were developed for research purposes, persons who observed the test situations as well as the principals who experienced the situations frequently expressed the idea that "these simulated materials have a great deal of promise for instructing school administrators." Thus, a new interest in simulated materials was found, an interest which has continued to expand. The use of cases in educational administration typically refers to the case methed of instruction or the use of case studies in the teaching of educational administration. Although case study has a multifaceted potential for any field of professional practice, such as for instruction in preparatory and in-service training programs, research, or clinical activity, the basic and most extensive use of the case in the field of educational administration has been instructional. The case method of instruction is now well into its second decade of widespread use in the training of educational administrators. The in-basket technique is generally used to teach or demonstrate skills, concepts, or principles. Use of the technique represents an effort to provide laboratory experiences for students of administration comparable to those obtained in the natural sciences. In-basket materials have many potential uses, one of which is to collect data about respondents. Simulation of the teacher-selection process is important to instruction and research. A simulated situation provides the experience of selection without the hazards of the actual situation. Likewise, it offers a better opportunity to provide feedback because of the absence of time factors and pressures which are normally part of the real
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申仲植(Shin Joong Shik) 국민대학교 교육연구소 1988 교육논총 Vol.7 No.-
The principal is a key person in the school organization. Instructional leadership, school-community relationships, staff personnel, pupil personnel, facilities, finance and business management, and school organization are all areas in which takes must be performed at the school building level. Definitions of leadership are almost as numerous as the researchers engaged in its study-According to some writers" definitions of leadership, "leadership" is defined as an organizational context in terms of techniques that will produce compliance on the part of subordinates without producing restance. A study investigated that the principals worked an average of 42.2 hours on the job each week with an additional weekely average of 11 hours of work in the evening. The high volume of the princincipals" work load was demonstrated not only by the length of the average work week, exceeding fifty hours, but also by the large number of tasks that the principals performed. Eight characteristics have been identified as potential substitutes for the principal"s leadership; ability and experience, task provided feedback, intrinsically satisfying tasks, formalization, active advisory-support functions, low position power, cohesive work group, spatial distance between superior and subordinates. The OCDQ seems to be a useful device for general charting of school climate in terms of teacher-teacher, and teacher-principal relationships, which can be considered social standards or shared agreements concerning the acceptability of behavior. One recent comprehensive study of high schools indicated that the more open the school"s climate, the less the sense of student alienation toward the school and its professional personnel. A study that examine relationships between characteristics of the principal and the climate of the school often indicated that more open schools have stronger principals who are more confident, self-secure, cheerful, sociable, and resourceful. Moreover, the teachers express greater confidence in their own and school"s effectiveness. Likert"s formulation of management systems along an exploitive-participative continuum and the subsequent measurement of these types provide additional conceptual capital as well as tools with which to measure school climate. Principal has an important role in the development of a climate conductive to student commitment and sense of power. School with principals who are high in thrust and those characterized by low hindrance have significantly less student alienation in terms of sense of powerlessness. Fiedles"s contingency model of leadership effectiveness was examined and applied to the public school. Several research studies in public schools were recviewed, providing evidence to support Fiedler"s theory; effectiveness of an elementary school was found to be contingent on the leadership style of the principal and the favorableness of the situation. Reddin"s three-dimensional theory attempted to develop a situational theory of leadership. It would be emphasized that the principal should know about and should be able to apply in practice the foundatioanl theories and constructs of administration. Labory-based, computer-controlled simulation game would be viewed as a viable means for the development and refinement of conceptual skills. The effective principal should incline to engage in strong and positions of higher status, and stable in the face of highly affective stimuli. The most widely heralded role of the future principal would be that of instructional leader, which conjures up images of a task routine dominated by the generation of innovative curricular and novel teaching strategies. The principal who are effective decision-maker engage in a large amount of preliminary work: they seek more information; the differe
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申仲植(Shin Joong-shik) 국민대학교 교육연구소 1985 교육논총 Vol.4 No.-
Communication has deep significance for human organizations since individuals make specialized contributions to the achievement of the overall goals of the organization. Communication is the basis of cooperative effort, interpersonal influence, goal determination, and achievement of human and organizational growth. Communication is an appropriate final topic because it is an integrating, dynamic component for all our discussions-bureaucracy, climate, motivation, leadership, and decision-making. The degree of coordination and degree of group unity are at least partly a function of the quality of communication. Group cohesiveness depends upon common goals, so it is necessary for group members to communicate enough to discover what they hold in common and to identify the areas of difference that should be studied further. Communication includes all behavior that exchanges information and understanding between one person and another formally or informally, verbally or nonverbally. The pervasiveness of communication in school makes it fundamental and integerative process in educational administration. Perfect communication in a school obviously is impossible. Planning the communication before engaging the transmitter and using the knowledge from communication theory can improve the efficiency and effectiveness of administrative communication. People in schools communicate many different kinds of information to one another. They talk about the tasks they perform, the methods they use to get tasks accomplished, and sometimes, though rarely, about interpersonal dynamics they have experienced. Although much of the work in schools is accomplished through communication exchanges between two persons, the work of people in groups- cabinets, departments, committies, and teams is very important. Four interpersonal communication skills, "paraphrashing", "impression checking", "describing the other"s behavior", and "describing your own feelings" are required for the improving communication. Communication in the organization as a whole can best be observed by attending to the regularized procedures through which it occurs. Effective communication integrates the three criteria. It has the qualities that lead to positive perceptions; it accomplishes organizational and personal goals; and it is considered effective both on a short and long-term basis. Improved communication is a fundamental objective of consultation in organization developement. Becausee a school"s adaptability depends in part upon effective communication between persons, within subsystems, and in the organization at a large, most OD efforts in schools begin with practice in new forms of interpersonal communication and proceed to the use of new communication skills, norms, and structures within the school"s subsystems. The OD consultant looks at regular and legitimate channels of communication among subsystems, the regularity with which information from the organization"s environment is discussed, the time that elapses between problem identification and responsive action, the regularity with which extra resourses in one task group are used by another, and the like.
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