초등학교 교무부장교사의 역할갈등과 해소방안 연구

김성옥 경인교육대학교 교육대학원 2011 국내석사

중학교 교무부장교사의 경험에 대한 질적연구

송명선 경인교육대학교 교육전문대학원 2022 국내석사

The purpose of this study is to show the meaning of the duties, roles, difficulties and experiences of the head teachers of school affairs in a middle school. This study will help the head teachers of school affairs to perform their roles, to analyze the meaning of experienecs, and to suggest performing democratic operation in school organization. Accordingly, the research questions are as follows. First, What is the process through which the head teachers of school affairs in a middle school are assigned to their duties? Second, what are the duties and the roles of the head teachers of school affairs in a middle school? Third, what are difficulties in the process of performing duties and roles by the head teachers of school affairs in a middle school? Fourth, what does the experience of the head teachers of school affairs in a middle school mean to themselves? In order to solve the research problems above, four former and current head teachers of school affairs in a middle school in Gyeonggi-do were selected and the study was conducted through in-depth interviews using semi-structured questionnaires. The main research results are as follows. First, the head teachers of school affairs take over ’volunteer for promotion,’ ’regardless of promotion into the situation,’ ’at the recommendation of the administrator.’ . Second, as the most core and common task, the head teacher of school affairs is in charge of overall academic operation management. And among the core tasks the head teachers of school affairs go through struggles to conduct meetings, HR management, and evaluate multiple aspects. Third, it was found that the duties of the head of school affairs in a middle school have some features that are sensitive ‘not only to teachers but also to students and parents,’ ‘related to all departments,’ and ‘work that is concentrated on the head teachers of school affairs and a small number of non-homeroom teachers.’ Due to the nature of these tasks, the difficulties in performing the duties of the head teachers of school affairs in the midst of a pandemic have been aggravated. Fourth, the head teachers of school affairs play a role in promoting and coordinating the overall school affairs as the chief manager and administrative work expert in the school organization. At the same time, they must be proficient in relationship-oriented behavior as a communication channel and mediator. Only then can they play their role as a facilitator of school change. Fifth, in the process of performing such a multifaceted role, the head teachers of school affairs are experiencing complex psychological emotions along with difficulties in performing the role. For the first time in the process of performing the role of the business promotion coordinator, the head teachers of school affairs were experiencing ‘difficulty in balancing between departments,’ ‘difficulty as a solver of new and ambiguous tasks.’ As a result, life style which the head teachers of school affairs are so busy that it is impossible to leave early becomes common. After that in the process of performing the role of the relationship mediator, they were experiencing ‘difficulty in conduct between administrators and teachers,’ ‘misunderstandings and psychological difficulties due to promotion,’ ‘feeling like a lonely bat.’ As a result, it was found that the identity as a teacher is also negatively affected by the mental hardship that comes from many jobs and relationships that require giving up on personal life. Sixth, despite these difficulties and limitations, they gave the meaning of ‘personal growth’ and ‘confirmation of the value of existence’ to their experience as the head teachers of school affairs. They talked more specifically about the meaning of personal growth; ‘broaden their understanding,’ ‘gaining an eye for education,’ ‘the process of reflective reflection.’ Next, if specify the meaning of the confirmation of existence value, they talked ‘satisfaction with role performance’, ‘the joy of supporting teachers,’ ‘the protagonist of change,’ ‘preparation for their future.’ As a result of the study, the causes of difficulties in the duties and roles of the head teachers of school affairs were investigated. School division of duties is not clear, The job of the vice-principal is not clear and there is a big difference in individual competency. It is thought that the attitude or atmosphere of teachers and administrators towards the head teachers of school affairs is a factor that causes difficulties in performing the role. I would like to make some suggestions to reduce the difficulties of the head teachers of school affairs and to help them fulfill their roles. First, it should be required to reduce, to adjust the scope of duties and roles of the head teachers of school affairs, and to expand practical training at the education office level. Second, it is suggested that the administration-exclusive education department manager system be implemented cyclically every 1-2 years. Third, it is required to present clearly and train the duties and roles of the vice principal at the education office level. Fourth, There is a need for a policy that recognizes the professionalism of the head teachers of school affairs by granting incentives as the head teachers of school affairs. And it is thought that this will reduce the phenomenon of avoiding the office of the head teachers of school affairs at the school site. 이 연구의 목적은 현재 변화하고 있는 학교 조직 내에서 중학교 교무부장교사의 업무, 역할, 경험을 읽어내어 나타나는 어려움을 해결하는 과정에서 얻어지는 경험, 교무부장교사로서 스스로에게 부여되는 의미를 분석하기 위한 목적으로 수행되었다. 이에 연구 문제는 다음과 같다 첫째, 중학교 교무부장교사는 어떤 과정을 통해 직무를 맡게 되는가? 둘째, 중학교 교무부장교사가 수행하는 업무와 역할상 특성은 무엇인가? 셋째, 중학교 교무부장교사가 구체적 업무, 역할수행과정에서 겪는 어려움과 한계 상황은 어떤 것들이 있는가? 넷째. 중학교 교무부장교사로서 경험은 자신에게 어떤 의미가 있는가? 위의 연구 문제를 해결하기 위해 경기도 소재 중학교에서 다양한 교무부장교사로의 경험을 가진 전‧현직 교무부장교사 4명을 선정하여 반구조화된 질문지를 활용한 심층 면담을 통하여 연구를 수행하였다. 주요 연구 결과는 다음과 같다. 첫째, 교부부장교사는 ‘승진을 위해 스스로 자원’하거나, ‘승진과 관계없이 상황으로’, 또는 ‘관리자의 권유로’ 교무부장 직무를 맡게 되었다. 둘째, 교무부장교사는 학교의 가장 핵심이며 공통적인 업무로 ‘전반적인 학사운영관리’ 맡고 있다. 그 외 교무부장교사의 핵심 업무 중 특히 어려운 업무로 회의 주제(대토론회, 교직원 회의), 인사관리, 다면평가(성과상여금 업무 포함) 관련 업무 등이 있었다. 셋째, 중학교 교무부장교사의 업무는 ‘교사뿐만 아니라 학생과 학부모에게도 예민한 업무’, ‘모든 부서 업무와 연계되는 업무’, ‘교무부장교사와 소수의 비담임 교사에게 집중되는 업무’의 특징이 있는 것으로 나타났다. 이러한 업무의 특성상 팬데믹 상황 속에서 교무부장 업무수행의 어려움이 가중되는 모습을 보였다. 넷째, 교무부장교사는 학교 조직에서 수석부장교사, 행정업무 전문가, 인화 조성을 위한 의사소통 창구, 부서별‧구성원별 조정, 학교 변화 촉진자의 역할 등을 수행하고 있다. 수석 부장교사, 행정업무 전문가로서 학교 전반의 업무 추진을 조율하는 역할을 수행하면서 동시에 의사소통 창구, 조정자로서 관계 지향적 행동에도 능숙해야 한다. 그래야 학교 변화 촉진자로서의 역할을 수행할 수 있다. 다섯째, 이처럼 다면적인 역할수행 과정에서 교무부장교사는 역할수행의 어려움과 함께 복잡한 심리적 감정을 경험하고 있다. 우선 업무 추진 조율자의 역할 수행과정에서 ‘부서 사이에서 중심 잡기의 어려움’, ‘새롭고 애매한 업무의 해결사로서의 어려움’을 경험하고 있었으며 그 결과 ‘조퇴할 수 없’을 정도로 바쁜 생활이 일상이 되고 있었다. 관계 조정자의 역할수행 과정에서 특히 ‘관리자와 교사 사이에서 처신의 어려움’, ‘승진으로 인한 오해와 심리적 어려움’, ‘외로운 박쥐같은 존재감’을 경험하고 있었다. 그 결과 개인 생활을 포기해야 하는 많은 업무와 관계에서 오는 마음고생으로 교사로서의 정체성에도 부정적인 영향을 받기도 하는 것으로 나타났다. 여섯째, 이런 어려움과 한계를 겪으면서도 교무부장교사로서 경험에 대하여 개인적인 성장 과정과 존재 가치의 확인이라는 의미를 부여하고 있었다. 개인적 성장 과정의 의미를 좀 더 구체적으로 언급하자면, ‘품이 넓어짐’, ‘교육을 보는 안목’, ‘반성적 성찰 과정’으로의 의미를 이야기하였다. 다음으로 존재 가치의 확인이라는 의미를 구체화하자면, ‘역할수행의 만족’, ‘교사들을 지원하는 기쁨’, ‘변화의 주역’, ‘자신의 미래에 대한 준비’로서 의미를 부여하고 있음을 발견하였다. 연구 결과 교무부장교사의 업무와 역할수행에서 어려움이 발생하는 원인을 살펴보았다. 학교의 업무분장이 명확하지 않고, 교감의 직무가 명확하지 않으며 교감에 따라 개인적 역량 차이가 크며, 교사들이 교무부장을 보는 태도나 분위기가 역할수행에 어려움을 발생하는 요인이 되는 것으로 생각된다. 이에 교무부장교사의 어려움을 줄이고, 역할수행에 도움을 주기 위해 몇 가지 제언을 하고자 한다. 첫째, 교무부장교사의 업무, 역할의 범위를 축소 조정하고, 교육청 차원의 실질적인 연수를 확대한다. 둘째, 행정 전담 교무부장제도를 1~2년을 주기로 순환적으로 실시할 것을 제안한다. 셋째, 교감의 업무와 역할을 교육청 차원에서 명확하게 제시하고 연수할 것이 요구된다 넷째, 교무부장교사로서 인센티브를 정책적으로 부여하여 교무부장교사의 전문성을 인정하는 정책이 필요하며, 이는 학교 현장에서 교무부장직을 기피하는 현상도 줄일 수 있을 것으로 생각된다.

농산어촌 초등학교 교무부장교사의 역할에 관한 인식 분석

김옥란 한국교원대학교 교육대학원 2008 국내석사

본 연구는 비교적 규모가 작은 농산어촌 초등학교 교무부장교사의 역할 수행, 역할 수행을 저해하는 요인, 역할 수행 개선 방안에 대한 교사들의 인식을 조사·분석하는데 그 목적을 두고 다음과 같은 연구 내용을 설정하였다. 첫째, 농산어촌 초등학교 교무부장교사의 역할 수행정도에 대한 교사들의 인식을 분석한다. 둘째, 농산어촌 초등학교 교무부장교사의 역할 수행을 저해하는 요인을 분석한다. 셋째, 농산어촌 초등학교 교무부장교사의 역할 수행을 위한 방안을 모색한다. 이러한 연구 내용을 규명하기 위해 문헌 고찰과 조사 연구를 병행하였다. 문헌 고찰은 이 연구의 주제와 관련된 학술지 및 선행 연구 문헌을 중심으로 실시하였으며, 그 결과는 이 연구의 이론적 배경으로 구성되었다. 조사 연구는 연구자가 지도 교수의 자문을 통해 작성한 설문지를 사용하였다. 조사는 울산광역시에 소재하고 있는 12학급 이하의 농산어촌 초등학교에 근무하는 교원 166명을 대상으로 이루어졌다. 교무부장교사의 역할 수행과 관련한 총 28문항의 설문지를 배부, 회수하여 SPSSWIN 프로그램(Ver 12.0)을 이용하여 영역별로 평균, 표준편차 등 기술통계 값과 배경변인별 평균값 차이를 구하고 변량분석으로 유의도를 검증하였다. 그리고 역할 지각과 기대의 정도는 t-test와 ANOVA분석을 실시하였다. 이상의 과정을 통해서 얻어진 연구 내용의 결론은 다음과 같다. 첫째, 농산어촌 초등학교 교무부장교사의 역할 수행에 대한 인식을 분석한 결과, 성별에 따라 남교사는 연락 조정 역할을, 여교사는 관리 통제 역할을 가장 중요한 역할로 응답하였다. 직위별로는 통계적으로 유의미 하지는 않지만 교무부장교사, 기타부장교사, 일반 교사 모두 관리 통제 역할을 가장 중요한 역할로 인식하였으며, 교직 경력별로는 전체적으로 10년 미만의 경력 교사가 교무부장교사의 역할에 대해 높게 인식하고 있었으며, 그중에서도 참모 보좌의 역할에 대한 인식이 가장 높게 나타났다. 학교 규모별에 따른 인식은 학교 규모에 관계없이 모든 학교가 관리 통제 역할을 가장 중요한 역할로 인식했으며, 6학급 이하의 학교일수록 교무부장교사에 대한 역할 수행 인식이 높게 나타났다. 둘째, 농산어촌 초등학교 교무부장교사의 역할 수행을 저해하는 요인에 대한 응답을 분석한 결과, 수업 시간 및 업무의 과중한 부담이 가장 많은 분포를 보였고, 다음으로 인간관계와 리더십 부족, 권한 미부여, 전문성 부족, 보직의 수시 변동 순으로 나타났다. 끝으로, 농산어촌 초등학교 교무부장교사의 효율적인 역할 수행을 위한 방안에 대한 응답에서 우선적으로, 교무부장교사의 임명 시 고려사항으로 직무 수행 능력 및 근무 자세가 가장 중요한 요인으로 조사되었다. 수석교사제 도입으로 교무부장교사의 수업에서 제외 및 전담교사로의 임명을 통한 수업 시수 감축을 최우선 해결 과제로 들고 있다. 인간관계와 리더십 부족의 개선 방안으로 직원 인화 단결 노력을, 책임과 의무에 따른 권한 미부여는 업무와 지위에 대한 명확한 규정을, 전문성 부족으로 인한 문제점은 전문성 향상을 위한 자기 계발 및 교무업무 관련 직무연수 실시를, 보직의 수시 변동 문제는 업무 배정의 공정성 및 지속성 유지를 그 개선 방안으로 선호하였다. 본 연구의 결과를 통해 학급수가 적은 학교일수록 교무부장교사의 역할 수행의 중요성에 대해 높게 인식하고 있다는 것을 알 수 있다. 이에 본 연구에서 비교적 규모가 작은 농산어촌 초등학교 교무부장교사의 역할 수행에 대한교사들의 인식 분석을 통하여 효율적인 역할 수행의 방안을 모색한 것은 농산어촌 초등학교 교무부장교사의 효율적인 역할 수행뿐만 아니라, 더 나아가 학교조직의 효율성을 높이는 데에도 도움이 될 것으로 기대된다. This study was to analyze the perception of the teacher about the role of the head of school affairs work at the elementary school of the rural, mountain, fishing area. In order to accomplish this aim, the study set the following research contents. First, analysis of the perception of teacher about the role of the head of school affairs work at the elementary school of the rural, mountain, fishing area. Second, analysis about the problem of role conduct to the head of school affairs work at the elementary school of the rural, mountain, fishing area. Third, research for the improvement plan when the head of school affairs play a role. In the study, literature research was used in parallel with a survey. Literature research focused on journals and previous studies related to the subject of this study. At the end of the literature research, the theoretical background of the study was formulated. With regard to the survey, the researcher produced a questionnaire with the help of a thesis adviser and distributed it to 166 teachers work at the elementary school of the rural, mountain, fishing area at Ulsan city. using frequency analysis, t-test and ANOVA verification, the collected data were analyzed statistically. The research results obtained through these processes have been summarized. First, the results of the analysis of the perception of the teacher about the role of the head of school affairs work at the elementary school of the rural, mountain, fishing area, according to the perception of the distinction of sex, male teachers expected to the role of communication & coordination. On the other hand, female teachers expected to the role of management & control. The results of the t-test, there was difference between male and female about the role of management & control. There were no differences among those in different position about the primary role of the head of school affairs. If there were no difference statistically, the head of school affairs, staff teachers, ordinary teachers were expected to the most important role as a management & control. According to the perception of the distinction of career, teachers with less than 10 years of career were most highly expected to the role of the head of school affairs, specially the role of staff-assistance. Teachers with more than 20 years of career were relatively low expectation to the role of the head of school affairs. According to the perception of the size of the school, schools with smaller than 6 classes were highly expected to the role of the head of school affairs. Schools between 7 and 12 classes were relatively low expectation to the role of the head of school affairs. Every size of the schools were expected to the most important role as a management & control. Second, the results of analysis about the problem of role conduct when the head of school affairs play a role, most important hindrance factor was heavy burden of classes and affairs. The next were insufficient of human relation and leadership, non-grant to authority, insufficient of professional, frequent change to the position. Third the results of analysis about improvement plan when nominate the head of school affairs, ability of the role conduct and serve attitude were most important factors. The plan for improve to heavy burden of classes and affairs was to introduce the head-teacher and subject responsible teacher. The plan for improve to insufficient of relation and leadership was to effort for harmony of the unity of school. The plan for improve to non-grant to authority was clear rule about the affairs and position. The plan for improve to insufficient of professional was to self-development and research study about affairs. The plan for improve to frequent change to the position was maintain fairness and continuation of allotment of affairs.

초등학교 교무부장교사의 학급담임 업무 수행 실태와 요인분석

홍석기 성공회대학교 교육대학원 2007 국내석사

본 논문은, 초등학교 교무부장이 학급담임 업무를 수행함에 있어 그 실태와 수행 수준의 요인을 규명하는 데에 목적을 두고 있다. 즉 초등학교 교무부장이 학급담임 업무 중 교수-학습 지도, 생활지도, 학급경영을 수행함에 있어 어떤 요인이 수행 수준을 결정하는가를 밝힘으로써, 교무부장의 교무업무 부담을 경감시킬 수 있는 대안을 제시하고자 하였다. 본 연구는 교무부장 업무가 과중하여 교사의 본질적 업무인 학급담임 업무를 수행함에 있어 차질을 빚는 현실적 문제에 대한 해결 방안을 모색하는데 의의가 있다. 본 연구의 목적을 달성하고자 안산교육청 및 수원교육청 산하 136개교의 교무부장을 모집단으로 하여 60명을 무작위 표본 추출하여, 이들을 대상으로 초등학교 교무부장과 담임교사로서의 역할 수행 및 갈등 실태에 대하여 조사하였다. 성별, 연령, 학교규모, 교직경력, 일반부장경력, 교무부장경력, 담임학년을 독립변인으로 하여 각각의 독립변인에 따라 교무부장이 자각하는 교수-학습 수행 수준, 생활지도 수행 수준, 학급경영 수행 수준을 조사·분석하였다. 교수-학습 영역은 교재연구, 교구준비 등 9개 부분으로, 생활지도 영역은 학기초 생활습관 형성지도, 개인차를 고려한 생활지도 등 7개 부분으로, 학급경영 영역은 학급 게시물 및 재배물 관리 등 4개 부분으로 각각 세분화하여 설정하였다. The author drew a random sample of 50 teachers in charge of educational affairs at each elementary school at random from a population of 136 teachers in corresponding affairs whose schools belong to Ansan city or Suwon city education offices to analyze dilemma relating to fulfillment of role as homeroom teacher and as the teacher in charge of educational affairs. Accordingly, this survey was to analyze the dilemma in which teacher who works as a homeroom teacher and concurrently teacher in charge of educational affairs is in terms of teaching, school life guidance and class management. First, majority of the samples had more than 20-year experiences in teaching, or homeroom teachers. So the survey showed that the teachers were utilizing their own know-how's acquired for their long experiences in teaching. It was noted that they did not seem to have any difficulty in the area of teaching because they had a good understanding of establishment of educational goal, organization of educational contents and the evaluation as they were in the position to determine the curriculum. It was also noted that most of the teachers in charge of educational affairs put school affairs before everything else while they were handling official documentations according to their own judgments in terms of urgency. According to the survey, the evaluation was implemented systematically according to the plan of achievement evaluation that had been determined before the semester started and the treatment of results and feedback were used as references for the next teaching materials. But it was noted that most of the respondents of the survey told that they could not afford to implement any extra curricular program for retarded students that requires extra spending of times after schools. But what is important is the fact that the teachers in charge of educational affairs are providing high quality level classes in terms of teaching despite overload of works. According to the survey findings, the teachers in charge of educational affairs pay extra attention to the guidance of basic habit forming of school life for the students at the beginning of semester considering the characteristics of the position to stay frequently away from the class under their charge. It was noted that, while they are engaged in the development of school education plan and establishment of curricula, they were trying to stay as much as they can in the classes under their charge even if they should do the job of educational affairs in his class They generally fulfill their jobs as a homeroom teacher and teacher in charge of educational affairs alternately in class and teachers office if they judge that their classes might have no problem if they stay away for a while from the class under their charges. That might be the reason why most of schools have class of the teacher in charge of educational affairs next door to the teachers' office. There were no problems with cleaning the classes even if the teachers were not allowed to be present on the site of cleaning due to their limited time available. That means that the teachers were able to check up final status of cleaning or to clean the classes with the help of parents. While they were recognizing the importance of observing students' behaviors to leave them on records, their fulfillments were below the level in their minds. Accordingly, the consultation activities with children for this matter were not so active. It was noted that they were handling the class management related affairs using extra hours after schools and they understood that it was very important to plan and execute the class-wide events, but they rarely put them in practice. The communications with parents for cooperative relationship occurred when some parents come to school voluntarily to clean the class, serving as the communication venue for interactive communications between parents and homeroom teachers. In conclusion, the teachers who were working as a homeroom teacher and concurrently as the teacher in charge of educational affairs had a tendency to put faithful management school before everything else despite their overload of works. But the survey findings showed that the teachers seemed to give a little bit precedence to the school affairs because if they are postponed they usually require more hours to complete later. But that does not mean that the importance of role as a homeroom teacher is disregarded or ignored by the role as the teacher in charge of educational affairs. The teacher in charge of educational affairs and concurrent homeroom teacher is lacking in time compared with other ordinary teachers with a single post. Consequently I would like to suggest the ways to relieve their overload of works as follows: Through the systematic cooperation among the same school year classes, we contain as much contents such as teaching plan and evaluation in the curricula for the same school year classes, applying them to each class. Each teacher in the same school year classes might share the research of teaching materials and preparation of teaching aids to avoid overlapping and to make up for the weak points each other. We might be able to expect some strength through the cooperative system between the same school year classes as follows; It might help to relieve the workload of the teacher in charge of educational affairs by promoting the active participations by the teachers who had been reluctant to participate in the activity and indifferent to the school affairs. It also might help to reduce the workload of the teacher in charge of educational affairs for class management thanks to the probable high quality performance in terms of study of teaching method, modification of teaching plan format, re-evaluation after chapter review of the same school year classes. Reappointment for the same school year means a teacher is appointed as the teacher of the same school year class in consecutive years. The advantages claimed for this system might be the improved professionalism in terms of teaching method and evaluation plan and its implementation attributable to the construction of database. It will enable us to operate in-depth curricula because we can establish the class management plan and study of teaching materials in advance by accumulating teaching methods and teaching materials over years. Accordingly it is possible for us to enhance with ease the effects of education due toa couple of advantages in terms of improvement of quality in teaching attributable to the elevated professionalism in the specific school year class, the accumulated experiences in teaching and teaching material development, and utilization of previously produced materials. There are 3 to 5 persons assisting the work of head of school administration regardless of size of school. And there is 1 person who assists the works of science laboratory. The related education office financially supports all these assistant positions. But each related school itself financially supports the assistantship to the teacher in charge of educational affairs at each school. Consequently, hire the assistant to the teacher in charge of educational affairs is totally depending upon the discretion of schoolmaster. As said before, if the same workload is given to the teacher in charge of educational affairs in terms of teaching and children guidance activities as other teachers with only a single post, the law at government level to relieve the workload to the corresponding teacher should financially support the assistantship to the teacher. Every official document to the school is delivered to the teacher in charge of it via schoolmaster and vice schoolmaster. The teacher in charge of it is advised to consult with the previous year documents or schoolmaster or vice schoolmaster before action. The teacher in charge of educational affairs has the similar flow to the teacher and the job by him is overlapped with many departments in school. For example, the exhibition for student works is, in some part, belongs to the teacher in charge of educational affairs and to the head of research department as well. Jobs relating to commencement ceremony and other events belong to the manager teacher of 6th school year classes. Listing job of teachers' names is vice schoolmaster's decision to make, but in act the job is done by the teacher in charge of educational affairs and reported to the vice schoolmaster. These are only a few to name. Efforts to relieve the workload of the teacher in charge of educational affairs should be made through efficient job description at each school unit. Any department concerned should handle the overlapped jobs that seem to belong to multiple departments positively. The sample for the study is made up of 60 teachers of educational affairs at elementary school belonging to Ansan and Suwon Education Office. The size of sample is not small considering the total number of elementary schools is 136 in the areas of both Education Offices. However it might be somewhat difficult to generalize the entire elementary schools across the country. And the study focused on only the subjective role expectation and role achievement level perceived by the teachers in charge of educational affairs. To bring about more meaningful research findings, the role expectation and role achievement level perceived by the colleague teachers and school administrative officers is recommended to compare with those by the teachers in charge of educational affairs.

초등학교 교무부장 교사의 역할기대와 갈등에 대한 분석적 연구

남종호 대구대학교 교육대학원 2001 국내석사

교무부장 교사의 역할수행 능력의 학교교육 기여도 분석 : 경기도 지역 국·공립 중학교를 중심으로

오억세 용인대학교 1999 국내석사