敎育의 質的 秀越性을 위한 授業 指導性 = Instructional Leadership for the Excellency of Educational Quality

다국어 초록 (Multilingual Abstract)

The efforts to improve educatonal quality and its relevance to social needc have directed the attention of educators and the public toward impoving the quality of administrative leadership. Traditionally, the Korean school administrator has been concerned with the implementation of national program requirements, as managerial officers rather than as creative leader. There is a general agreement among educators that Korean education is suffering from ineffective instuctional leadership.
Much of the relevant literature idenifies principal's responsibility as the entire set of managerial and instructional functions. Conflicts always take place between the desire to lead in instruction and learning and the responsility to operate school smoothly through the proper adminstration and management. The managerial tasks are essentially routine manageiral, and supervisory and instructional leadership tasks are concerned with changing the behavior of those involved in teaching-learning acts aimed achieving the goals of the school. The pincipals, concerned of themselves as eucational leader, emphasized on change and intiating new structures rather than solely maintaining or administering existing structures. It is primary the unique aspects of the school principals tasks in program development and instructional leadership that make his position a specialized one in educational administration.
Even though the major concerns of school are educational program, curriculum and instruction, teaching and learning, and supevision and evaluation, recent trends pressing administrators to assume more managerial roles, as the consequence, pricnipals spend most of their time on management details and they act mainly as business managers and are often strong advocates of the status quo. Many educators generally agreed that upgrade the qulaity of education as one of the most important outcomes of an effective instructional leadership. Without this leadership, the quality education so desperately needed will hardly be assured.
Several wirters point out that one that is crucial in developing leadership is the inadequate basic training. Most of the contents of training course are concerned with managrment and administration so that it is too limited to give an goal-oriented preparation for school administrators. It appears obvious that there is an urgen t need to develop graduate level program for the purpose of training prospective education al administrators.

목차 (Table of Contents)

• Ⅰ.序 論
• Ⅱ.敎育 行政家의 課業
• Ⅲ.行政的 次元의 役割과 指導性 次元의 役割
• 1.行政的 次元과 授業 指導性 役割의 特性
• 2.行政的 課業과 指導性 課業의 分類
• Ⅳ.授業 指導性과 敎育的 效果
• 1.學校의 效果性과 授業 指導性
• 2.校長 課業의 優先順位
• 3.授業 指導性의 專門化를 위한 課題
• Ⅴ.結 論
• 參考文獻
• Abstract