초등학교 행정가의 작업세계 = Administrators Work in Elementary Schools

다국어 초록 (Multilingual Abstract)

In fields such as education, where values and ethics are of particular importance, normative theories are popular: They are concerned with what ought to do. Normative theories have a number of advantages. They facilitate the development of theoretical structures for understanding ideal administrative functioning. And they set the standard for improving present levels of organizational and administrative functioning. Despite these advantages, normative theories fail to capture the world and work of administration as it really is. By contrast, descriptive theories are concerned with what it is, by describing the activities and events they represent.
The purpose of this study was to describe what school administrators really do. The technique of observation was employed in its investigation. Since this method called for direct observation of position incumbents and notation of all events in minutes. Four elementary school administrators in Seoul area were observed, each for a period of six days. Following the observation, two analytical structures were applied to the field notes: both Elletts analytical structure for task areas and Martin and Willowers for the types of activities determined the final form of data. Time distribution of task areas and types of activities were computed in minutes.
In term of task areas, administrators of elementary schools spent very little time on curriculum and instruction. All the administrators seemed to spend much time on maintenance, staff-personnel and support management. Because only 5.4% of administrators tasks were concerned with academic program, it could be concluded that most of the responsibility for curricular matters was delegated to the teaching staff. And maintenance tasks were undertaken by the administrators to insure smooth operation of the school routine.
Over on-third of the administrators time was devoted to meetings, some unscheduled, but mostly scheduled. The administrators, in touring 12,61% of their time, emphasized this type of supervisory function to a somewhat greater extent. The school administrators spent a great deal of their time in interacting and communicating with other people. The data clearly indicated that the predominant activity of school administrators was their interaction with others. More than 35% of the administrators time was spent in interacting with others in schools. About 25% of their time was spent in communicating with their teaching staff. The remaining 10% of their time was allocated among students, parents, and outsiders.

목차 (Table of Contents)

• I. 서론
• 2. 교육행정의 과업에 대한 규범적 관점과 서술적 관점
• 1) 규범적 관점
• 2) 서술적 관점
• 3) 규범과 실제의 간격
• 3. 연구방법
• 4. 연구의 제한점
• 5. 결과분석
• 1) 과업영역에 따른 시간분포
• 2) 활동타입에 따른 시간분포
• 6. 논의 및 결론
• 참고문헌
• 영문초록