학교붕괴현상의 해결을 위한 행정가의 도덕적 의무 = Crisis in the Secondary Schools and School Administrators' Moral Obligations

국문 초록 (Abstract)

학교붕괴현상에 대한 사회적 관심은 지대해지고 있는데, 학교현장에서는 문제를 제기하지 않고 있다. 학교의 교사들로부터는 그나마 비판적인 소리도 들리지만 학교행정가들은 문제를 덮어 두려고만 하면서, 직무유기를 하고 있다. 이를 해결하기 위해 과거에 해 왔던 데로 교육부의 지시를 기다릴 것이 아니라 현장인 개별학교로부터 가능한 시도를 해야 한다. 학교를 공동체로 변화시키고, 교사들이 전문적이고 도덕적인 권위를 회복하도록 학교행정가는 도덕적인 의무를 다 해야 한다.

다국어 초록 (Multilingual Abstract)

The pervasive sense of crisis exists throughout secondary schools in Korea.
What is mostly wrong with schools is due to mindlessness. Teachers resent that they are no longer influential on their student′s learning. They have lost professional and moral authority.
Part of what teachers must confront is the fact that many students are rejecting values and goals we have regarded as intrinsic parts of the social fabric. Students challenge the legitimacy of their schools′s authority. At times they simply defy authority; the authority of the family, the community, above all the authority of morality. They complain about their loss of identity and individuality, about their helplessness in the face of inhumane large schools. They claim that authority has been abused or that the wrong people are exercising it.
School administrators seem to deny the crisis of education. They are supposed to uncover unethical educational problems and lead school members to solve them. If administrators were to change their schools from organizations to community, and if they were to begin the process of community building in schools, then they would have to invent their own practice of community -a practice more in tune with students; believing and caring; professional norms and practices; values and commitment.
In the restructuring of schools to meet the school purposes for which they were originally designed one finds significant moral fulfillment. Besides the professional obligations of the school administrator, the moral obligation is to see that the school serves society the way it were intended.
School administrators should seek to foster a culture that facilitates teaching and enhances the likelihood that one will be successful at it, that celebrates teaching as a central value in the life of the school. Hopefully teachers regain professional and moral authority to influence their students.

목차 (Table of Contents)

• Ⅰ.서 론
• Ⅱ.학교붕괴현상의 해석
• Ⅲ.학교조직의 변화
• Ⅳ.학교행정가의 도덕적 의무
• Ⅴ.결 론