수업장학의 이론과 실제에 관한 교사, 학교행정가, 장학사의 지각 분석 = (An) Analysis of Perception of Teachers, School Administratiors and Supervisors about Theory and Practice of Instructional Supervision

다국어 초록 (Multilingual Abstract)

A. Purpose and Problems of Study
The purpose of this study is to find out the problems when instructional supervision is applied in school setting, To achieve this purpose; following problems are proposed.
1) What is the perception of teachers, school administrators and supervisors about theory of instructional supervision?
2) What is the perception of teachers, school administrators and supervisors about pratice of instructional supervision?
3) What is the differences between theory and practice perceived by teachers, school administrators and supervisors?
4) What is the problems when instructional supervision is applied in school setting?
B. Method
1) Subjects
The subjects are consisted with 105 teachers, 30 school administrators, 30 supervisors at Pusan city.
2) Tool
"The questionaire on instructional supervision" constructed by the researcher was administrated. It was consisted with 53 items. 46 items were designed for measuring theoretical, practical phases of instructional supervision, and 7 items were designed for measuring problems when instructional supervision is applied in school setting.
C. Results
majors findings are as follows:
1. There are positive perception of teachers, school administrators and supervisors about theories of instructional supervision, though there are differences among teachers, school administrators and supervisors.
2. Teacher only positively perceived practical phases of instructional supervision. And, school administrators and supervisors take a middle position
3. There are differences between theory and practice of instructional supervision perceived by teachers, school administrators and supervisors
4. There are more differences between theory and practice of instructional supervision perceived by teachers than school administrators and supervisors.
D. Conclusions
1. Instructional supervision, aim at improvement of instruction and learning process, should be applied in school setting. And it is necessary to develop models of instructional supervision that is corresponding with our situation.
2. It is necessary to recrute those who have professional knowledge and skills for instructional supervision.
3. Teachers, school administrators and supervisors should be trained to remove the teacher's negative attitudes about supervision and supervisor's bureaucratic thought.

목차 (Table of Contents)

• 목차 = 1
• Ⅰ. 서론 = 6
• 1. 연구의 필요성 및 목적 = 6
• 2. 연구문제 = 8
• 3. 연구의 제한점 = 9
• Ⅱ. 이론적 배경 = 10
• 1. 수업장학의 개념 및 성격 = 10
• 2. 수업장학의 절차 = 16
• 3. 교사와 장학사의 인간관계 = 21
• 4. 수업장학의 기본 가정 = 24
• 5. 수업장학에 대한 교사, 학교행정가, 장학사의 지각 = 28
• Ⅲ. 연구방법 = 32
• 1. 연구대상 = 32
• 2. 검사도구 = 33
• 3. 자료처리 = 34
• Ⅳ. 결과 해석 및 논의 = 35
• 1. 수업장학의 이론적 측면에 대한 교사, 학교행정가, 장학사의 지각 = 35
• 2. 수업장학의 실제적 측면에 대한 교사, 학교행정가, 장학사의 지각 = 39
• 3. 교사, 학교행정가, 장학사가 지각하는 수업장학의 이론적 측면과 실제적 측면간의 차이 = 44
• 4. 교사, 학교행정가, 장학사가 지각하는 수업장학의 이론적 측면과 실제적 측면간의 지각차들간의 차이 = 48
• 5. 수업장학의 학교현장 적용을 위한 문제점 = 53
• Ⅴ. 요약 및 결론 = 62
• 참고문헌 = 66
• 부록 = 71
• 수업장학에 관한 설문지 = 71
• Abstract = 78