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강경석(Kang Kyung-seok),유승연(Yoo Seung-yon) 한국교육행정학회 2005 敎育行政學硏究 Vol.23 No.3
본 연구는 각 학교마다 지니고 있는 장학문화를 유형화하여 보고, 장학효과성에 대한 영향을 분석해 봄으로써 학교조직에서 어떤 장학문화가 존재하는지를 탐색하고, 교사의 전문성 신장과 장학효과성을 높이기 위한 효과적인 장학의 방향을 제시하는데 목적을 두고 있다. 초등학교 교사를 대상으로 장학담당자의 지원성 정도와 교사들의 적극성 정도 조합에 따라 학교장학문화를 진취문화, 헌신문화, 보존문화, 순응문화로 분류하였으며, 장학효과성과의 관계를 검증해 본 결과 모든 영역에서 진취문화일 때 장학효과성이 가장 높은 것으로 나타났고, 보존문화일 때 가장 낮은 것으로 나타났다. 특히 장학담당자의 행동특성 중 연수활동 지원이, 교사의 행동특성 중에서는 협의활동이 장학효과성에 많은 영향을 미치는 것으로 나타나 학교장학에 있어 바람직한 문화를 형성하기 위해 장학담당자들의 지원과 교사들의 적극적인 노력이 필요함을 보여주고 있다. The purpose of this study was to encourage supervisors and teachers to develop supervision effectiveness and the professional growth by analysing the effects of supervision effectiveness, according to styles of school supervision culture.<br/> The methods of the study used a literature review methodology and empirical data analysis. Measure instruments of this study consisted of two questionnaires: school supervision culture, and supervision effectiveness. SPSS PC+ program was used for data analysis. The results of this study were as follows:<br/> First, it was found that progressive culture had the greatest distribution in school supervision culture styles, followed by devotion culture, conservation culture, adaptation culture.<br/> Second, it was found that there were significant differences in supervision effectiveness, according to the school supervision culture styles. Especially, it was found that progressive culture had the highest effectiveness, but conservation culture had the lower effectiveness in all fields.<br/> Third, it was found that support for training activities among all sub-variables of the supervisor's behavior characteristics had the greatest influence on the supervision effectiveness.<br/> Finally, it was found that discussion activities among all sub-variables of the teacher's behavior characteristics had the greatest influence on the supervision effectiveness.
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장학담당자와 교사의 행동특성이 장학효과성에 미치는 영향
강경석(Kyung Seok Kang),유승연(Seung Yon Yoo) 조선대학교 교과교육연구소 2004 敎科敎育硏究 Vol.25 No.1
The purpose of this study is to explore the effect of supervisor s and teacher s behavior characteristics on supervision effectiveness. For this study, literature review methodology and empirical data analysis were used. The subjects in this study were 1,303 elementary school teachers. In order to investigate how the behavior characteristics of supervisors and teachers affect the supervision effectiveness, the collected data were analyzed by the SPSS PC+ program. For the statistical analysis, correlational analysis and general linear regression analysis were employed. The findings of this study were as follows: First, the supervisor s and teacher s behavior characteristics have a positive relation to the supervision effectiveness. All sub-variables of the supervisor s and teacher s behavior characteristics are positively related to the supervision effectiveness. Second, support for training activities among all sub-variables of the supervisor s behavior characteristics has the greatest influence on the supervision effectiveness. All sub-variables of the supervisor s behavior characteristics have statistically significant influences on 4 areas of the supervision effectiveness such as operation of educational activities, psychological stability and accomplishment, management and evaluation, and improvement of human relation. Third, discussion activities among all sub-variables of the teacher s behavior characteristics has the greatest influence on the supervision effectiveness, followed by teacher s attitudes, supervisory activities for teaching/learning, and in-service training activities. Especially, teacher s attitudes, supervisory activities for teaching/learning, and discussion activities have statistically significant influences on all 7 areas of the supervision effectiveness.
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