혁신 지향적 초·중등학교 학교 문화 창조 모델 탐색
An Exploration of a School Culture Model for School Innovation
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학교혁신은 학교가 주도적으로 변화와 진보를 도모하는 ‘아래서 위로의’ 활동으로 국가의 법, 명령, 제도보다는 학교의 문화에 의해 더 큰 영향을 받는다. 본 연구는 학교 문화를 학교혁신의 중요 매개 변인으로 보고, 초·중등학교의 혁신에 긍정적인 영향을 미치는 혁신 지향적 학교 문화를 창조하는 모델을 탐색하였다. 혁신 지향적 학교 문화는 학교비전 창조와 공유, 전문적 경영, 민주적 참여공동체, 학습공동체라는 네 가지 개념 요소가 존재하고, 인간적·지적 시설, 유기적 조직, 임파워먼트라는 세 가지 지원 체제 하에서, 인격적 상호작용, 동반자적 상하관계, 열린 전문성이라는 세 가지 상호작용의 원리가 통합적으로 활성화될 때 창조될 수 있다고 보았다. 혁신지향적 학교 문화는 단시일 내에 형성되는 것이 아니기 때문에 학교 관리자들을 비롯하여 교사들의 인식 변화와 학교에 대한 지속적인 행·재정적 지원 노력이 필요하다.
Abstract
School innovation is a bottom-up activity that is more influenced by school culture than law, mandates, and institutions of the nation. Regarding school culture as the major intervening variable that determines the success of school innovation, the author explored the school culture model that positively influence school innovation. It was proposed that the school should have four conceptual elements: creation and sharing of school vision, professional management, democratic participative community, and learning community. In addition, three supportive systems were proposed to be provided: humanistic and intellectual equipment, organic teacher deployment, and empowerment. And three interaction principles were proposed to be vitalized: moral and personal interaction, mutual cooperative partnership between the superordinate and subordinates, and open expertise. It is supposed that when the four conceptual elements exist under the three supportive systems and the three interaction principles, the possibility of successful school innovation will be increased. School culture can not be formed in a short period of time, but the cognizance change of school administrators and teachers and administrational and financial supports are consistently needed.
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