학교 효과성 결정요인에 관한 탐색적 연구

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 33권 / 3호
ㆍ저자명 : 강정삼

목차

요약
Ⅰ. 문제의 제기
Ⅱ. 학교 효과성 연구의 동향
Ⅲ. 효과성의 함의와 효과적인 학교의 특성
Ⅳ. 학교 효과성 결정 요인 탐색
Ⅴ. 학교 효과성 증진 방안
Ⅵ. 맺는말
참고문헌
Abstract

한국어 초록

최근 세계 여러 나라에서 자국의 교육경쟁력을 깅화하려는 교육개혁의 추진 내용들은 사실 학교의 효과성을 증진시키려는 효과적인 학교에 대한 연구운동과 그 맥을 같이 한다고 볼 수 있다. 교육 소비자들에게 양질의 교육 서비스를 제공하여 그들의 성취수준을 높이고 학교교육의 질을 총체적으로 관리하기 위해서는 조직구조적, 사회심리학적 관점에서 학교의 특성을 분석하고, 학교 효과성을 결정하는 요인들을 탐색하여 그 요인들이 어떤 상호작용과정을 거쳐 학교효과에 영향을 주는 지를 분석해야 한다. 본 연구는 효과적인 학교의 특성들에 기초하여 10개의 학교 효과성 결정 요인 즉, 교장의 수업지도성, 교사의 수업운영, 학업의 강조, 교수-학습시간, 교사의 학생에 대한 기대감, 질서유지와 규율, 교육과정의 조정, 학생들의 참여도와 책임의식, 교사의 헌신, 학부모의 참여도 등을 제시하였다. 다차원적인 학교 효과성을 측정하기 위한 준거를 마련하기 위하여 선정된 결정 요인들이 주는 시사점과 학교의 효과성을 높이기 위한 방안을 논의하였다.

영어 초록

Now, school effectiveness is a becoming an extremely important concern for educational reform policy in every nations. In Korea, however, in both government and educational organizations, the theoretic and systemic study on school effectiveness has not done yet.
Although the concept of school effectiveness is important to both the theory and practice in the field of educational administration, and although effectiveness studies in educational administration focus on everything from the job satisfaction of teachers to the equity of polices on student discipline, the studies to clarify the criteria or determinant factors for the school effectiveness based on given educational conditions has been rare.
In this study, my purpose is to explore what factors can be applied and appropriated to determine school effectiveness at the elementary and secondary school level in the context of school improvement in Korea.
In order to explore determinant factors of school effectiveness, it is essential to establish effectiveness criteria in school. Therefore, on the basis of a survey of the theoretical background and literature concerned, and from the analysis through explorative procedures, serveral determinant factors are suitable for our eductional conditions were identified as follows; 1. principal's instructional leadership, 2. teacher's instructional behavior, 3. academic emphasis:clear goal and standard, 4. maximized learning time-on-task, 5. teacher's high expectations for the student, 6. classroom orderliness and student discipline, 7. curriculum articulation and coordination, 8. opportunities for meaningful student participation and sense of responsibility, 9. teacher commitment, 10. parental involvement.
The following conclusions can be drown. That is, the school social system, in this study, is defined as the norms, beliefs and attitudes reflected in institutional patterns and behavioral practices enhance or impede school effectiveness and student academic achievement. Principal's instructional leadership is shown to be more influential factors to improve school effectiveness and school learning climate can be have more direct effect on school effectiveness through school social system. Behaviors of members in school, especially student outcomes in academic subject is partly a function of the cultural and organizational characteristics of school.
In effective school, there are clearly defined official goals concerning student's basic skill acquisition, and usually successful principals were actively involved in setting instructional goals and developing performance standards for student.

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