초등학교 교사의 컨설팅 장학에 대한 필요성 인식 연구

Abstract

In this research, a comprehensive survey has been conducted to identify elementary school teacher’s perception on the necessity, experience, requirements, and areas of improvement for the school consulting-supervision programmes to 86 teachers from four institutes located in metropolitan area (Gwanak/Dongjak district, Seoul) and small and medium-size city (Gangneung, Gangwon), and the results of the survey are as follows : First, in an analysis on the difference in the perception on the necessity, most teachers are well aware of the concepts, methodologies and processes of the school consulting-supervision, where the teacher group in a small and medium-size city scored a little lower in the level of understanding compared to teachers from metropolitan areas. Second, the number of respondents who have experienced the consulting- supervision are at a similar level to those who have not. It turns out that in many cases teachers participate in consulting-supervision programme as their school receives consultation, not by their own needs. And, for the willingness-to-experience question, the number of respondents that selected ‘willing to experience’ are relatively limited, which implies that consulting-supervision is rather driven by external factors than self-initiated by teachers. Third, the area that teachers are most interested in for the consulting- supervision is ‘life guidance programs’, and ‘plenty of experience’ is ranked as the top attribute that teachers are expecting from consultants. Lastly, ‘secure the expertise of consultants’ and ‘find areas that require teachers’ are selected as areas that require improvements the most to vitalize the school consulting-supervision. ‘Give training credits’ and ‘provide required expense’ are the top answers for improving consulting-supervision system. A discussion has been developed based upon the research result described above and proposal made for the following studies.