중등 사학의 교육력 실태 및 동인 분석
The present status and determinants of private secondary schools' educational competitiveness
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본 연구에서는 사립 중등학교 교육력의 실태 및 교육력을 증진시키는 데 기여하는 요인을 분석하였다. 교육력의 실태 분석을 위한 자료는 2006년도 KEDI 교육통계DB 가운데 일반계 고등학교 통계자료와 KEDI 「학교교육 실태 및 수준 분석 연구: 고등학교」의 설문조사자료를 사용하였으며, 교육력의 동인을 분석하기 위해서는 사립과 공립 중등학교에 모두 근무해 본 경험이 있는 교사 9명 대상 비구조화 심층 면담조사 결과를 사용하였다. 교육력 실태 분석 결과 첫째, 교사의 근무여건과 신분보장, 교육시설 등 교육여건 면에서는 사립학교가 공립학교에 비해 평균적으로 열악한 것으로 나타났으나, 수업, 학생의 학습태도, 교사의 태도, 학교문화 등 교육의 과정 면에서는 사립학교가 공립학교에 비해 평균적으로 우월한 것으로 나타났다. 교육 산출 면인 수학과 영어 영역을 중심으로 검토한 학업성취 및 학교생활 만족도와 자아존중감을 중심으로 한 정의적 성취에 있어서도 사립학교 학생이 평균적으로 더 높은 것으로 나타났으며, 학교에 대한 학부모의 만족도 역시 사립학교에서 평균적으로 더 높은 것으로 나타났다. 이와 같이 우리나라 사립학교와 공립학교의 교육력에 차이를 가져오게 하는 요인은 교원인사, 교육관료제와의 관계, 종교 등에서 찾아볼 수 있다. 교원 인사와 관련하여 사립학교에서는 교사의 이동이 제한되어 있어 학교정책의 연속성과 일관성을 유지할 수 있으며, 승진기회가 제한되어 있는 구조로 인하여 교사들이 소모적인 승진경쟁에서 자유로워 학생 지도에 몰두할 수 있고, 교사의 충원에 자율성이 보장되고 교원수급이 상대적으로 유연하여 교육과정을 유연하게 운영할 수 있다. 사립학교는 공립학교에 비해 교육청의 지시와 통제로부터 상대적으로 자유롭기 때문에 행정적 업무처리와 잡무가 상대적으로 적어 학생들에게 더 많은 관심을 기울일 수 있으며, 의사결정과 의사소통이 보다 신속하고, 교육과정 운영에 있어 보다 많은 자율성을 가지고 있어 보다 수요자 중심으로 운영할 수 있다. 가톨릭이나 기독교계와 같은 종교계 학교에서는 학생들의 정서적 안정, 교사의 사명감, 취약계층에 대한 지원 등에서 강점을 지닌다.
Abstract
This study attempted to examine the present status and determinants of private secondary schools' educational competitiveness in Korea, employing both quantitative and qualitative research methods. First, while private schools appear to be disadvantageous compared to public schools regarding the actual condition of school education such as the workload of teachers, their employment security and educational facilities, the former are found to be better than the latter with respect to the process of school education including classroom teaching, students' learning attitude, teachers' attitude and school culture. As for the outcome of school education, the levels of academic achievement in English and mathematics, students' satisfaction with school life and their self-esteem are higher for private school students than for public school students. The educational competitiveness of private schools to public schools can be attributed to the teacher personnel policy, relationships to educational bureaucracy and religion. Regarding the teacher personnel policy, private schools are able to maintain the continuity and consistency in school policies by virtue of limited teacher mobility. The promotion structure restricting its opportunities in private schools enables teachers to be free from wasteful competition for promotion and to devote themselves to teaching and instruction. Being secured of relatively more autonomy for teacher recruitment and more flexibility in teacher supply and demand, private schools have more room for adaptable curriculum management. Since private schools are relatively less liable to the control of education authorities, their teachers tend to have less burden of administrative and clerical work and can be absorbed in caring for students. Further, teachers and staffs are likely to reach a faster decision. With respect to religion, mission schools tend to have strength in securing the emotional stability of students, encouraging teachers' devotion and supporting disadvantaged students.
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