학교장의 변혁적 지도성이 학교평가에 미치는 영향

강경석(Kang Kyung-seok),오혜정(Oh Hea-jung) 한국교육행정학회 2006 敎育行政學硏究 Vol.24 No.4

본 연구는 학교장의 변혁적 지도성 수준에 따라 시ㆍ도 교육청에서 실시한 학교평가의 결과에 유의미한 차이가 있는지를 살펴보고, 학교장의 변혁적 지도성과 학교평가 사이에는 어떤 관계가 있으며, 학교장의 변혁적 지도성이 학교평가에 어떠한 영향을 미치는지를 분석하고자 하였다. 연구결과 학교장의 변혁적 지도성 수준이 높을수록 실제 학교평가 수준이 높은 것으로 분석되었으며, 학교장의 변혁적 지도성과 학교평가 간에 유의미한 상관관계가 있는 것으로 밝혀졌다. 또한 학교장의 변혁적 지도성은 학교평가에 많은 영향을 미치는 것을 알 수 있었다. 학교장의 변혁적 지도성을 교육적 지도성 행위와 행정적 지도성 행위로 나누어 그 영향을 분석하였는데, 교육적 지도성 행위의 비전제시가 학교평가에 가장 큰 영향을 미쳤으며, 다음으로 행정적 지도성 행위의 성과기대, 교육적 지도성 행위의 성과기대, 행정적 지도성 행위의 비전제시, 행정적 지도성 행위의 개인적 배려 순으로 영향을 미쳤다. 이러한 연구결과는 학교장의 변혁적 지도성이 발휘될 때 효과적인 학교교육활동이 이루어진다는 것을 시사한다. The purpose of this study is to examine the effect of principal's transformational leadership on school evaluation in an attempt to help improve school education and performance. The findings of the study were as follows: First, the principal's transformational leadership was connected with the real outcome of school evaluation. Thus, schools where principals exerted transformational leadership produced better results. Second, there was a significant correlation between the principal's transformational leadership and school evaluation. It indicated that the exertion of transformational leadership by principals was concurrent with successful school education. Third, the principal's transformational leadership affected school evaluation significantly. Specifically, school evaluation was under the greatest influence of their presentation of vision that belonged to educational leadership behavior, one of the sub-variables of transformational leadership. Expectation for achievement that was part of administrative leadership behavior was identified as the second most influential factor, followed by expectation for achievement as part of educational leadership behavior, vision presenting as part of administrative leadership behavior, and personal consideration as part of administrative leadership behavior. Since the roles and transformational leadership of principals who played a central role in school performance appeared to be crucial, it's needed to elevate the professionalism of principals. And principals should be given lots of autonomy in furthering school-based management in order to boost the quality and efficiency of school education.

학교장의 변혁적 지도성, 학교조직문화 및 학교평가 간의 관계

강경석 ( Kyung Seok Kang ),오혜정 ( Hea Jung Oh ) 한국아동교육학회 2008 아동교육 Vol.17 No.3

ZABA의 Tulisan Jawi 표기법

강경석 ( Kyoung Seok Kang ) 부산외국어대학교 지중해지역원 2000 지중해지역연구 Vol.2 No.-

의료 IoT 와 웨어러블 활용 사례에 대한 조사

강경석(Kyeungseok Kang),허정우(Jeungwoo Huh),하태윤(Taeyun Ha),임기찬(Gichan Im),이충현(Chunghyun Lee),이윤성(Yunseong Lee),조성래(Sungrae Cho) 한국통신학회 2019 한국통신학회 학술대회논문집 Vol.2019 No.6

사립대학에 대한 국고보조금정책 평가연구

강경석 ( Kang Kyungseok ) 인하대학교 교육연구소 1998 교육문화연구 Vol.4 No.-

The purpose of this study is to evaluate the Korean government's funding policies for private universities. Recently, market approach as a mechanism to finance higher education has become a primary concern in educational policy. It is a strategy to improve the quality and efficiency of higher education through competition among universities and to accomplish the goals of government by managing financial incentives. Autonomy of individual university and fair competition are the minimum requirements for the market approach to work effectively. The logics were applied to Korean government's funding policies for private universities in three aspects. The ideology of competitiveness was made on the level of policy goal. The competition among universities and university evaluation were emphasized on the level of policy means. The amount and kinds of subsidy programs for special purpose have increased. As a result, selectivity and distinction were established according to the results of government-initiated university evaluation. Based on the results of this study, several policy alternatives may help private universities survive in the changing market environment. The autonomy of individual university should be guaranteed, the laws concerning the amount and method of government subsidy are necessary, and the process and results of university evaluation should be objective and clear.

학교장의 감성적 리더십, LMX(Leader-Member Exchange), TMX(Team-Member Exchange), CMX(Customer-Member Exchange) 및 학교조직효과성 간의 관계

강경석(Kang Kyung-Seok),송란호(Song Lan-Ho) 한국교육행정학회 2012 敎育行政學硏究 Vol.30 No.1

한국 교원단체의 단체교섭 근거 법규 비교

강경석 ( Kang Kyung-seok ),김시운 ( Kim Si-woon ) 인하대학교 교육연구소 2000 교육문화연구 Vol.6 No.-

The purpose of this study is to analyze the laws and regulations concerning collective bargaining of Korean teachers' organization. Especially, Law of Teachers' Union and Law of Teachers' Status were explored. By analyzing these laws and regulations, hot issues and implications about collective bargaining were examined. The results of the study are as follows: First, Law of Teachers' Status legislated for collective bargaining of the Korean Federation of Teachers' Associations(KFTA) has some problems in legislation process, member qualification, and collective bargaining procedures. Second, Law of Teachers' Union legislated for collective bargaining of the Korean Teachers' Union(KTU) has considerable efficacy for teachers' collective bargaining. But the law also has some problems in the role of teachers' union and the range of collective bargaining. Third, KFTA should make efforts to legislate new law or revise current Law of Teachers' Status for improving the efficacy of collective bargaining. Fourth, KTU should take step-by-step strategy in the collective bargaining procedures. Finally, it is necessary to train collective bargaining specialists in the Ministry of Education, Local Educational Authorities, and Teachers' Organizations.

사립유치원 표준교육비 산출 연구

강경석(Kang Kyung-seok) 한국교육행정학회 2005 敎育行政學硏究 Vol.23 No.4

본 연구는 만5세아 무상교육방안의 개선을 위해 사립유치원의 수업과정(반일제, 시간연장제, 종일제)과 학급 규모(1, 2, 3, 4, 5, 6학급)에 따른 표준교육비를 산출한 것이다. 사립유치원 규모별 표준교육비는 반일제 유치원 1, 3, 6학급 규모의 경우 표준교육비 총액은 각각 98,309,000원, 222,318,000원, 368,888,000원으로 산출되었다. 시간연장제 유치원 1, 3, 6학급 규모의 경우 표준교육비 총액은 각각 122,815,000원, 271,115,000원, 463,581,000원으로 산출되었다. 종일제 유치원 1, 3, 6학급 규모의 경우 표준교육비 총액은 각각 133,257,000원, 299,522,000원, 518,936,000원으로 산출되었다. 유치원 규모별 표준교육비를 수업과정별(반일제, 시간연장제, 종일제)로 비교한 결과, 1학급 규모의 경우 반일제에 비해 시간연장제는 1.25배, 종일제는 1.36배의 표준교육비가 소요되는 것으로 나타났다. 3학급 규모의 경우에는 각각 1.22배, 1.35배가 소요됨을 알 수 있다. 한편, 6학급 규모의 경우에는 반일제에 비해 각각 1.26배, 1.41배의 표준교육비가 소요되는 것으로 나타났다. The purpose of this study is to analyze the standard cost of education in private kindergarten by institution scale and program. The standard cost of education can be defined as the minimum educational cost which is required to operate the curriculum normally. It consists of standard cost of personnel expenses, educational activities, and institutional operation. <br/> According to the results of the study, the standard costs of education in half-day private kindergarten with 1, 3, 6 classes are 98,309,000 won, 222,318,000 won, and 368,888,000 won, respectively. In extended-time private kindergarten with 1, 3, 6 classes the standard costs of education are 122,815,000 won, 271,115,000 won, and 463,581,000 won, respectively. In full-day private kindergarten with 1, 3, 6 classes the standard costs of education are 133,257,000 won, 299,522,000 won, and 518,936,000 won, respectively. <br/> In conclusion, the additional educational investment for the operation of private kindergarten is needed to guarantee the standard cost fully. The results of the study may give some important implications to decide the share ratio of parents' educational costs for private kindergarten education.

학교장의 수업지도성과 학교조직효과성과의 관계에 대한 이론적 탐색

강경석 ( Kang Kyung-seok ),곽상기 ( Kwag Sang-gi ) 인하대학교 교육연구소 2003 교육문화연구 Vol.9 No.-

The purpose of this study was to explore the model on the relationship between school principal's instructional leadership and school organization effectiveness. For this study, literature review methodology and empirical data analysis were used. The findings of this study were as follows: First, school principal's instructional leadership was composed of two dimensions which were direct instructional leadership and indirect instructional leadership. The direct instructional leadership was composed of the measurement variables which were instructional improving activities and instructional evaluating activities. The indirect instructional leadership was composed of the measurement variables which were school aim establishing activities and instructional supporting activities. Second, school organization effectiveness was composed of two dimensions which were goal-process and job satisfaction of school personnel. The goal-process was composed of the measurement variables which were job performance and adaptability of organization. The job satisfaction of school personnel was composed of the measurement variable which were job satisfaction. Finally, it was founded that the school principal's instructional leadership had an influence on the school organization effectiveness.

학교경영 개선을 위한 학교교육계획 연구

강경석 ( Kang Kyungseok ) 인하대학교 교육연구소 1999 교육문화연구 Vol.5 No.-

The purpose of this study is to examine the meaning and process of school plan for improving school management. More specifically, this study explored the relationship of school management and school plan, the model of school plan, the relationship of school management evaluation and school plan, and the problems of current school plan. This study also examined the policy directions for improving school plan. These are as follows: First, teachers should actively participate in planning procedures of school plan. Second, school planners should consider the opinions of students, parents, and community, and stimulate their cooperation and participation. Third, communication channel should be established for planning education at school level. Fourth, school management evaluation should be used for improving school plan. Fifth, educational objectives should be designed for raising rationality, logical consistency, and feasibility of school plan. Sixth, the school planner's planning skills and techniques should be trained and evaluated. Finally, school plan should be related to school budget.