초·중 통합운영학교에 대한 학교구성원의 인식 연구 : 충남 서산시 S초·중학교를 대상으로 = (A) Research on the Faculty's Cognition of Unity Schools of the Elementary and Middle Levels

다국어 초록 (Multilingual Abstract)

This research was conducted for the comparison of the cognition of the faculty regarding a variety of topics related to unity schools before and after unification. Those topics were : the opinions on unified schooling of the elementary and middle schools; the management of the curriculum; student counseling; school events; financial management; the method and criteria for electing the principal; social relations among the faculty members of two schools; educational facility; the responses of the local community; the contributions made to the local community; who leads the unity school ＆ what the desirable direction is.
In order to achieve the purpose of the research, the following specific points were investigated.
First, what are the expectations of the faculty (the principals and assistant principals of the elementary and middle schools, administrators, elementary and middle school teachers) about the unity school? Are there any differences among them, and if so, what are they?
Second, what are the actual perceptions of the faculty (the principals and assistant principals of the elementary and middle schools, administrators, elementary and middle school teachers) on the unity school? What are the differences among them?
Third, what are the differences between the expectations before unification and actual perceptions of the faculty (the principals and assistant principals of the elementary and middle schools, administrators, elementary and middle school teachers) after unification?
Fourth, what are the research's instructions in seeking out improvement of policies related to better operation of unity schools?
In order to achieve these research goals, the starting point of the research was set to studying references to gather knowledge on the unity schools, current status of the unity schools, problems and direction of operations of unity schools, and the expected outcomes. Based on the theories and the outcomes of the previous researches, perception of the key-members were investigated through ethnographic interviews. 15 faculty members of S Elementary School and S Middle School were interviewed before unification. And then 17 faculty members of the unity school of the two schools after unification were interviewed. The structured questionnaires of free answering style were given and were collected after 3 weeks as the supplementary data. The analysis of the collected questionnaires were divided into various categories to suggest as the results of content analysis. The summarized results of the analysis are as follows.
First, the opponents against unification was overwhelming after unification although pros and cons were about the same before unification. The opponents thought there were many difficulties in operation of the schools after unification. Those difficulties related to teaching curriculum, club activities, independent studies arranged by schools, and unified classes of extraordinary club activities are due to the lack of faculty trained for multi-disciplines, disharmony in the start and the end of different classes, attitude of avoiding support of teaching, differences in school day amongst different grades, unidirectional support asked to middles school, substantial differences in the levels of knowledge between elementary students and middle schoolers. The opponents thought that those problems were so enormous that unified classes between elementary school and middle school would be impossible. In club activities, the interviewees answered that cooperation of classes would be feasible in certain departments, and the examples were art and sports classes.
Second, there was change in perception on counselling of students between before and after unification. Unification did not cause particular difficulties in guiding students. It was effective to counsel the students showing improper attitude because of shared information on students' behaviors. These were opposite to the general perception of the faculty of the elementary school before unification.
Third, it was desired that the principal would be elected in turn between the elementary school and the middle school. Interviewees wanted that the principal elected should be able and qualified to operate the unity school. The difficulty in building harmonious relationship between the faculties of two schools were turned out to be due to differences in emotional aspect, culture, and customs. Therefore, it will be desirable to operate the meeting for friendship in two different ways: one for the whole and the other for the subgroup of each school.
Fourth, the educational facility was considered satisfactory. However, the interviewees thought that financial resources were wasted because the beneficiaries of the facility are few due to the small number of the students. The size of the school was considered unnecessarily large compared to the number of students, which creates serious financial problems associated with management of the facility and hibernation. Special financial support is required to overcome these problems.
The members of unity school possess negative perception on operating unity schools. Therefore, there should be legal and institutional actions for improvement in the level of Ministry of Education and Human Resources Development to continuously carry out the policies of unity schools and to effectively operate already unified schools.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구의 제한점 = 4
• 4. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 통합운영학교의 개념 및 법적 근거 = 6
• 가. 통합운영학교의 개념 = 6
• 나. 통합운영학교의 법적 근거 = 10
• 2. 통합운영학교의 필요성 = 11
• 3. 통합운영학교의 추진 경과 = 12
• 4. 통합학교 현황 = 14
• 가. 통합운영학교의 유형 = 14
• 나. 통합운영학교의 현황 = 16
• 5. 통합운영학교의 문제점, 운영방향 및 기대효과 = 23
• 가. 통합운영학교의 문제점 = 23
• 나. 통합운영학교의 운영방향 = 26
• 다. 통합운영학교의 기대효과 = 29
• 6. 선행연구의 고찰 = 30
• Ⅲ. 연구방법 및 연구대상학교 현황 = 34
• 1. 연구방법 = 34
• 2. 연구대상학교의 현황 = 35
• Ⅳ. 통합학교 운영에 대한 교직원의 인식 분석 = 39
• 1. 초ㆍ중학교 통합운영에 대한 인식 = 39
• 2. 교육과정 운영에 대한 인식 = 42
• 가. 교육과정 연게지도 = 42
• 나. 계발횔동과 재량활동의 통합운영 = 47
• 다. 특기적성의 통합운영 = 51
• 라. 통합운영학교와 학력신장과의 관계 = 55
• 3. 학생지도에 대한 인식 = 56
• 가. 학생 생활지도 측면 = 56
• 나. 인성지도와 학생이해 측면 = 60
• 다. 상담실, 진로정보실의 운영 = 62
• 라. 학생 유인체제 효과에 대한 분석 = 63
• 4. 학교행사에 대한 인식 = 65
• 가. 교내행사의 통합운영 = 65
• 나. 통합운영 시 효을적인 의견수렴 방안 = 67
• 5. 재정운영에 대한 인식 = 70
• 6. 학교장의 선임기준 및 방법에 대한 인식 = 73
• 7. 교원의 인화 관계에 대한 인식 = 76
• 가. 교원간의 인화와 분산된 교사 연구실 = 76
• 나. 통합 전, 후 초ㆍ중 교원간의 바람직한 점과 문제점 = 81
• 다. 교무실의 통합, 분리 문제 = 84
• 라. 교직원 친목회 = 87
• 8. 교육시설의 측면에 대한 인식 = 92
• 가. 교육시설 측면 = 92
• 나. 시설관리 측면 = 93
• 9. 지역주민의 반응 및 지역사회의 기여도에 대한 인식 = 96
• 10. 통합 주체와 통합운영학교의 활성화 여부에 대한 인식 = 98
• 가. 통합 주체에 대하여 = 98
• 나. 통합운영학교의 통합이전 선결과제 및 시행 타당성 여부 = 100
• 다. 기타 = 103
• Ⅴ. 요약 및 결론 = 106
• 1. 요약 = 106
• 2. 결론 및 제언 = 109
• 가. 결론 = 109
• 나. 제언 = 110
• 참고문헌 = 112
• (ABSTRACT) = 116
• 부록 1 초ㆍ중등학교 통합운영의 법적 근거 = 121
• 부록 2 "초ㆍ중 통합운영학교에 대한 학교구성원의 인식 연구"를 위한 1차 면담 체크 리스트 = 123
• 부록 3 "초ㆍ중 통합운영학교에 대한 학교구성원의 인식 연구"를 위한 2차 면담 체크 리스트 = 128