초등학교 교무부장교사의 학급담임 업무 수행 실태와 요인분석 = (A) study on dilemma relating to fulfillment of role as homeroom teacher and as the teacher in charge of educational affairs in elementary school

국문 초록 (Abstract)

본 논문은, 초등학교 교무부장이 학급담임 업무를 수행함에 있어 그 실태와 수행 수준의 요인을 규명하는 데에 목적을 두고 있다. 즉 초등학교 교무부장이 학급담임 업무 중 교수-학습 지도, 생활지도, 학급경영을 수행함에 있어 어떤 요인이 수행 수준을 결정하는가를 밝힘으로써, 교무부장의 교무업무 부담을 경감시킬 수 있는 대안을 제시하고자 하였다. 본 연구는 교무부장 업무가 과중하여 교사의 본질적 업무인 학급담임 업무를 수행함에 있어 차질을 빚는 현실적 문제에 대한 해결 방안을 모색하는데 의의가 있다.
본 연구의 목적을 달성하고자 안산교육청 및 수원교육청 산하 136개교의 교무부장을 모집단으로 하여 60명을 무작위 표본 추출하여, 이들을 대상으로 초등학교 교무부장과 담임교사로서의 역할 수행 및 갈등 실태에 대하여 조사하였다. 성별, 연령, 학교규모, 교직경력, 일반부장경력, 교무부장경력, 담임학년을 독립변인으로 하여 각각의 독립변인에 따라 교무부장이 자각하는 교수－학습 수행 수준, 생활지도 수행 수준, 학급경영 수행 수준을 조사·분석하였다.
교수－학습 영역은 교재연구, 교구준비 등 9개 부분으로, 생활지도 영역은 학기초 생활습관 형성지도, 개인차를 고려한 생활지도 등 7개 부분으로, 학급경영 영역은 학급 게시물 및 재배물 관리 등 4개 부분으로 각각 세분화하여 설정하였다.

다국어 초록 (Multilingual Abstract)

The author drew a random sample of 50 teachers in charge of educational affairs at each elementary school at random from a population of 136 teachers in corresponding affairs whose schools belong to Ansan city or Suwon city education offices to analyze dilemma relating to fulfillment of role as homeroom teacher and as the teacher in charge of educational affairs. Accordingly, this survey was to analyze the dilemma in which teacher who works as a homeroom teacher and concurrently teacher in charge of educational affairs is in terms of teaching, school life guidance and class management.
First, majority of the samples had more than 20-year experiences in teaching, or homeroom teachers.
So the survey showed that the teachers were utilizing their own know-how's acquired for their long experiences in teaching.
It was noted that they did not seem to have any difficulty in the area of teaching because they had a good understanding of establishment of educational goal, organization of educational contents and the evaluation as they were in the position to determine the curriculum.
It was also noted that most of the teachers in charge of educational affairs put school affairs before everything else while they were handling official documentations according to their own judgments in terms of urgency.
According to the survey, the evaluation was implemented systematically according to the plan of achievement evaluation that had been determined before the semester started and the treatment of results and feedback were used as references for the next teaching materials.
But it was noted that most of the respondents of the survey told that they could not afford to implement any extra curricular program for retarded students that requires extra spending of times after schools.
But what is important is the fact that the teachers in charge of educational affairs are providing high quality level classes in terms of teaching despite overload of works.
According to the survey findings, the teachers in charge of educational affairs pay extra attention to the guidance of basic habit forming of school life for the students at the beginning of semester considering the characteristics of the position to stay frequently away from the class under their charge.
It was noted that, while they are engaged in the development of school education plan and establishment of curricula, they were trying to stay as much as they can in the classes under their charge even if they should do the job of educational affairs in his class
They generally fulfill their jobs as a homeroom teacher and teacher in charge of educational affairs alternately in class and teachers office if they judge that their classes might have no problem if they stay away for a while from the class under their charges.
That might be the reason why most of schools have class of the teacher in charge of educational affairs next door to the teachers' office.
There were no problems with cleaning the classes even if the teachers were not allowed to be present on the site of cleaning due to their limited time available.
That means that the teachers were able to check up final status of cleaning or to clean the classes with the help of parents.
While they were recognizing the importance of observing students' behaviors to leave them on records, their fulfillments were below the level in their minds.
Accordingly, the consultation activities with children for this matter were not so active.
It was noted that they were handling the class management related affairs using extra hours after schools and they understood that it was very important to plan and execute the class-wide events, but they rarely put them in practice.
The communications with parents for cooperative relationship occurred when some parents come to school voluntarily to clean the class, serving as the communication venue for interactive communications between parents and homeroom teachers.
In conclusion, the teachers who were working as a homeroom teacher and concurrently as the teacher in charge of educational affairs had a tendency to put faithful management school before everything else despite their overload of works.
But the survey findings showed that the teachers seemed to give a little bit precedence to the school affairs because if they are postponed they usually require more hours to complete later. But that does not mean that the importance of role as a homeroom teacher is disregarded or ignored by the role as the teacher in charge of educational affairs.
The teacher in charge of educational affairs and concurrent homeroom teacher is lacking in time compared with other ordinary teachers with a single post.
Consequently I would like to suggest the ways to relieve their overload of works as follows:
Through the systematic cooperation among the same school year classes, we contain as much contents such as teaching plan and evaluation in the curricula for the same school year classes, applying them to each class.
Each teacher in the same school year classes might share the research of teaching materials and preparation of teaching aids to avoid overlapping and to make up for the weak points each other.
We might be able to expect some strength through the cooperative system between the same school year classes as follows;
It might help to relieve the workload of the teacher in charge of educational affairs by promoting the active participations by the teachers who had been reluctant to participate in the activity and indifferent to the school affairs.
It also might help to reduce the workload of the teacher in charge of educational affairs for class management thanks to the probable high quality performance in terms of study of teaching method, modification of teaching plan format, re-evaluation after chapter review of the same school year classes.
Reappointment for the same school year means a teacher is appointed as the teacher of the same school year class in consecutive years.
The advantages claimed for this system might be the improved professionalism in terms of teaching method and evaluation plan and its implementation attributable to the construction of database.
It will enable us to operate in-depth curricula because we can establish the class management plan and study of teaching materials in advance by accumulating teaching methods and teaching materials over years.
Accordingly it is possible for us to enhance with ease the effects of education due toa couple of advantages in terms of improvement of quality in teaching attributable to the elevated professionalism in the specific school year class, the accumulated experiences in teaching and teaching material development, and utilization of previously produced materials.
There are 3 to 5 persons assisting the work of head of school administration regardless of size of school. And there is 1 person who assists the works of science laboratory. The related education office financially supports all these assistant positions.
But each related school itself financially supports the assistantship to the teacher in charge of educational affairs at each school. Consequently, hire the assistant to the teacher in charge of educational affairs is totally depending upon the discretion of schoolmaster.
As said before, if the same workload is given to the teacher in charge of educational affairs in terms of teaching and children guidance activities as other teachers with only a single post, the law at government level to relieve the workload to the corresponding teacher should financially support the assistantship to the teacher.
Every official document to the school is delivered to the teacher in charge of it via schoolmaster and vice schoolmaster. The teacher in charge of it is advised to consult with the previous year documents or schoolmaster or vice schoolmaster before action.
The teacher in charge of educational affairs has the similar flow to the teacher and the job by him is overlapped with many departments in school. For example, the exhibition for student works is, in some part, belongs to the teacher in charge of educational affairs and to the head of research department as well.
Jobs relating to commencement ceremony and other events belong to the manager teacher of 6th school year classes. Listing job of teachers' names is vice schoolmaster's decision to make, but in act the job is done by the teacher in charge of educational affairs and reported to the vice schoolmaster. These are only a few to name.
Efforts to relieve the workload of the teacher in charge of educational affairs should be made through efficient job description at each school unit.
Any department concerned should handle the overlapped jobs that seem to belong to multiple departments positively.
The sample for the study is made up of 60 teachers of educational affairs at elementary school belonging to Ansan and Suwon Education Office. The size of sample is not small considering the total number of elementary schools is 136 in the areas of both Education Offices.
However it might be somewhat difficult to generalize the entire elementary schools across the country.
And the study focused on only the subjective role expectation and role achievement level perceived by the teachers in charge of educational affairs.
To bring about more meaningful research findings, the role expectation and role achievement level perceived by the colleague teachers and school administrative officers is recommended to compare with those by the teachers in charge of educational affairs.

목차 (Table of Contents)

• 국문초록
• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 문제의 제기(필요성) = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 4
• 1) 교수-학습 = 5
• 2) 생활지도 = 5
• 3) 학급경영 = 6
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 교무부장의 역할 및 기능 = 7
• 1) 교무부장의 법적근거 및 기능 = 7
• 2) 교무부장 교사의 역할 = 7
• 3) 교무부장 교사의 업무 = 11
• 2. 학급담임의 역할 = 15
• 1) 학생지도자로서의 역할 = 16
• 2) 학급경영자로서의 역할 = 20
• 3. 선행연구 검토 = 22
• 1) 교무부장의 역할 기대에 관련된 선행연구 = 22
• 2) 학급담임의 역할 기대에 관련된 선행연구 = 23
• Ⅲ. 연구 방법 = 25
• 1. 표집 = 25
• 2. 조사도구 = 26
• 3. 자료처리 = 27
• Ⅳ. 결과 및 해석 = 29
• 1. 교무부장의 교수-학습 수행 실태 = 29
• 2. 교무부장의 생활지도 수행 실태 = 39
• 3. 교무부장의 학급경영 실태 = 47
• Ⅴ. 요약 및 제언 = 55
• 1. 요약 = 55
• 1) 교수-학습 영역 = 55
• 2) 생활지도 영역 = 56
• 3) 학급경영 영역 = 57
• 2. 제언 = 57
• 1) 교무부장의 직제화 = 58
• 2) 교무 업무 보조원 채용의 법제화 = 58
• 3) 업무 분장의 현실화 및 업무 협조 체제 구축 = 59
• 참고문헌 = 60
• Abstract = 64
• 부록 = 71