초등학교 연구학교 운영에 따른 학교변화 질적 사례 연구

Abstract

This study aims to explore school change in terms of school culture that emerged from the operating of a research school. We selected an elementary school that operated a research school in the 2016-2017 school year and then conducted in-depth interviews with teachers who work at the school during the 2015-2018 school year in order to explore the process of school changes perceived by teachers. The results and implications of this study are as follows. First, a few teachers played a leading role in applying for a research school in the preparation stage. In this stage, although most teachers objected to applying for a research school, they did not express it openly. Second, it was founded that the promotion points, given as an incentive to work at a research school, required to become a school administrator had a great influence on establishing school culture in the stage of operation of a research school. Due to the competition for gaining promotion rewards, the hierarchical organizational culture was created in the school. Third, teachers reported that they experienced many forms of change in a short period after completing research school. The major reason for these changes was that many teachers transferred to other schools to gain other rewards to get promoted. The result of this study is limited in generalization since we focused on only one school that operated the research school. However, the result of this study implies that teachers would experience school changes, especially associated with the promotion while operating a research school. We hope this study will help understand the long-term changes in terms of school organization and individual teachers caused by operating a research school.