교사와 장학사를 통해서 본 장학의 효과성 평가

다국어 초록 (Multilingual Abstract)

A. The Purpose of the study.
The study was to evaluated the effectiveness of supervision on supervisors' competencies, supervisors achievements and supervisory contents by the teachers and supervisors. Specific research problems of this were as follows
1) To find the degree of supervisory effectiveness.
a) To find the general tendencies of supervisory effectiveness.
b) To find the supervisors' competencies.
c) To find the effectiveness of supervisors' achievements.
d) To find the effectiveness of supervisory contents.
2) To find the differences of supervisory effectiveness between teacher group and supervisor group.
a) To examine the differences of supervisors' competencies between teacher group and supervisor group evaluation.
b) To examine the differences of supervisors' achievements evaluation between teacher group and supervisor group.
c) To examine the differences of supervisory contents evaluation between teacher group and supervisor group.
d) To examine the differences of supervisory effectiveness evaluation among individual backgrounds.
B. Methods
1) The methodologies were both review of the literature and survey type.
2) The questionnaire instrument were drawn and developed from Lloyd W. Dull's book『Supervision : School Leadership Handbook』
3) Four hundred and ninety elementary school teachers and 132 supervisors in charging with elementary schools were sampled from schools in Taejeon city and chungnam province.
4) Questionnaire were scored by 5 scales weighting to find the general tendencies of supervisory effectiveness got mean and standard deviation.
5) To know the differences between the teacher group and supervisor group responses, F-test was adopted.
C. The results of the study
1) The general tendencies of supervisory effectiveness by the teachers and supervisors was evaluated under the medium score. 2) The supervisory effectiveness scored supervisors' competencies, supervisory contents and supervisors' achievements in high order.
3) Supervisory effectiveness score perceived by teacher group was below to medium and one of supervisor group above the medium.
4) Especially the effectiveness evaluation of supervisors' competencies by themselves was high as 4.11 point on 5 point scale.
5) The defferences of supervisory effectiveness by individual background were as follows
a) The teacher group was shown the differences of supervisors' human competencies in 5% level by their places of business.
b) The teacher group was shown the differences of supervisors' competencies and achievements of educational evaluation in 5% level and teaching-learning, guidance, class administration in 1% level by their regions of business.
c) The supervisor group was shown the differences of class administration in 5% level by their positions of business.
d) The teacher group was shown the differences of supervisors' professional
competencies and supervision contents is 5% level by sex.
e) The teacher group was shown the differences of supervisors' human competencies in 5% level and supervisor group was shown the differences of supervisors' competencies and achievements in 5% level, supervisors' teaching - learning achievements in 1% level by career.
D. Suggestions
1) To improve the effectiveness of supervision, it is important to understand the teachers' expectation.
2) Supervisors have to try to improve the supervisors' achievements to change teachers' thought by showing that current supervision activities for teaching-learning improvement
3) Supervisors have to try to improve their human skills for active supervision in order that teachers ask for supervisors' help to solve their problems.
4) Supervisory method should be changed to cover the weaknesses in lack of plan and readiness and teaching-learning improvement.
5) It is desirable to apply clinical supervision that can solve the problems by teachers and supervisors' cooperation and to attempt various supervisory methods.
6) Supervisors' miscellaneous works should be decreased in order for supervisors to carry out their essential works.

목차 (Table of Contents)

• 목차
• I. 序論 = 1
• A. 硏究의 必要性 = 1
• B. 硏究의 目的 = 2
• C. 硏究의 制限點 = 3
• II. 理論的 背景 = 4
• A. 一般 敎育評價 理論 = 4
• 1. 敦育評價의 槪念 = 4
• 2. 敎育評價의 機能 = 6
• 3. 敎育評價의 節次 = 8
• 4. 敎育評價의 領域 = 12
• B. 奬學理論 = 16
• 1. 奬學의 槪念 = 16
• 2. 奬學의 機能 = 21
• 3. 奬學擔當者의 定義 및 課業 = 22
• 4. 奬學과 프로그램 = 28
• C. 奬學의 效果性 評價 = 31
• 1. 奬學士의 資質 = 31
• 2. 프로그램 評價 = 36
• III. 硏究의 方法 = 40
• A. 標集 = 40
• B. 道具 = 41
• C. 資料의 處理 = 42
• IV. 硏究結果 및 解釋 = 43
• A. 敎師와 奬學士가 評價한 奬學 效果性의 全般的인 傾向 = 43
• B. 奬學의 效果性 評價에 대한 集團間의 差異 = 45
• C. 應答者의 個人的인 背景別로 본 奬學의 效果性 = 47
• 1. 勤務處別로 본 奬學의 效果性 = 47
• 2. 勤務地別로 본 奬學의 效果性 = 49
• 3. 職位別로 본 奬學의 效果姓 = 50
• 4. 性別로 본 奬學의 效果性 = 51
• 5. 經歷別로 본 奬學의 效果性 = 52
• V. 要約, 結論 및 提言 = 54
• A. 要約 = 54
• B. 結論 = 56
• C. 提言 = 57
• · 參考文戱 = 59
• · 英文抄錄 = 61
• · 附錄 = 65