학교자율화 수준에 대한 교원의 인식 분석

Abstract

The purpose of the study was to analyze the level of school autonomy and draw some suggestions for the settlement ways of school autonomy for actualizing school-based management. For this, the study analyzed the level of school autonomy on two items(the level of following of guideline and habitual practice of each job task, the level of members' decision-making participation)in four domains(school affairs and management, curriculum, personnel management/ in-service training/school inspection, administration/finance and community) using a sample of primary and secondary teachers of Gyeonbuk areas. The results of each domain represented that the domain of school affairs and management and curriculum that are core domain of school management had high school autonomy level compared to other domains. And they showed that the school autonomy level of personnel management domain for human resource application which is an important resource in school management was low. In particular, they showed that items that teachers perceived low level of school autonomy highly corresponded priority items in three-step school autonomy process way. This means that the tasks of three-step school autonomy policy succeed in selecting some necessary conditions for school autonomy in each school. The success of school autonomy policy, however, needs political ways of connecting with minor factors such as school's organizational culture and decision-making in school rather than simple system change such as guideline abolition and power transfer. Therefore, the study suggests that school autonomy policy should construct school autonomy model suitable to each school considering regional condition(urban, rural/mountain/fishery village) and school characteristics(school level, general, vocational, size) through multiple approaches such as governance, SBM, teacher empowerment, and TQM in new era.