要請奬學에 關한 實態分析 = Analysis on the Actual Conditions of Request Supervision

다국어 초록 (Multilingual Abstract)

다국어 초록 (Multilingual Abstract)

It can be stated that the impetus for national development lies in education. The quality of education depends on the contents of teachings carried out in the class rooms which is determined by the quality of teachers in turn.
The supervision activities which help and encourage education have an important effect on the implementation of proper education.
The formerly comprehensive supervision was not welcomed by teachers because it focused on the evaluation of school management and on the verification of actual work carried out by the educational institutions.
Consequently, it has been replaced by request supervision since 1989, keeping in pace with the call for democratization of education.
The purpose of the dissertation lies in examing the appropriateness and efficiency of request supervision, founding out problems and reforming them.
A questionnaire with 20 items was prepared to achieve the abovementioned purposes, and the principal content of the questions are as follows:
1. Teachers' perception towards the necessity of request supervision.
2. The implementation process of the request supervision.
3. Who should decide the discussion subject in request supervision.
4. The number of requests for and the implementation of request supervision.
5. The contents of requests for request supervision.
6. The degree of preperation on part of those participating in request supervision.
7. The number of school inspectors visiting the school when requested to do so.
8. How request supervision is managed and under what kind of atmosphere.
9. The degree of satisfaction in request supervision.
10. The room for improvement in request supervision.
11. The direction request supervision should take in improvement.
The teachers selected for this analysis were all elementary school teachers of Seoul Board of Education.
Nineteen of schools selected were public schools and fifteen were private schools. The number of selected teachers were fifteen each school totaling 510. However 476 questionnaires were retrieved, marking the retrieval rate of 93.3%. Among them, six questionnaires were rejected due to their incompleteness, and thus 470 questionnaires were electronically data processed. (92.2%).
Each item was distinguished by the catagory of sex, private or public school, positions of teachers, experience of teachers. The frequency was calculated by %. The verification of the significance was carried out by using the chi square verification method and the significance coefficient (p) is analyzed at 0.0l%, 0.1% and 5%.
The conclusions and proposals derived from the results are as follows:
1. 54% of teachers acknowledged the necessity of request supervision. Request supervision is improved in its management in comparision with the comprehensive supervision. However teachers generally do not perceive the procedures and the purpose of request supervision properly.
2. In many cases, the subject for request supervision was chosen by the principal, assistant principal or the teacher in charge of research.
On the other hand, many teachers expect to participate in the decision of picking a subject for the request supervision.
It was found that nearly all the schools make a request for the request supervision once each year and it is also carried out once a year.
3. It was found that the discussion subject for request supervision is focused on the training for new education process, and study supervision such as the ways in managing the text books.
In addition, the degree of preparation such as exchanging information based on pre-research was low. The school administration should give help in enhancing the degree of preparation among teachers.
The professionalism of school inspectors should be enhanced in order to maximize the quality of education.
4. In many cases, the discucion subject for request supervision were solved through the discusion of supervisors and teachers. It is acknowledged that the result were somewhat similar to the past or bit more effective as well as the procedures of request supervision being more democratic and focusing on problems.
However it is pointed out that there still remains appraisal and authoritative factors along with leaving much to be desired in specially as well as lacking positive participation of the teachers and the school administration supplying insufficient information and materials for the teacher, thus bringing little efficency of request supervision.

목차 (Table of Contents)

• Ⅰ. 緖 論
• Ⅱ. 理論的 背景
• Ⅲ. 硏究의 方法
• Ⅳ. 硏究結果의 分析
• Ⅴ. 要約 結論 및 提言
• 英文抄錄
• 參考文獻
• 附 錄