한국과 미국의 학교장 양성과 전문직적 능력개발에 관한 비교연구
A Comparative Study on Principals' Initial Training, Selection and Professional Development between Korea and USA
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초록
교육환경이 변하면서 교장직은 더욱 중요해지고 전문성이 요구되는데 최근 우리나라에서 교장의 지도력을 약화시키려는 여러 주장이 나와 한․미 간 교장제도에 관한 비교연구를 하게 되었다. 두 나라의 교장의 직무를 밝히고 자격취득, 임명, 능력개발의 과정을 비교하려는 목적으로 초․중․고등학교를 방문하여 관찰하고 관계자를 면접하여 확인하였다. 그 결과 한국에서는 교장의 직무를 법으로 포괄적으로 규정한데 비하여 미국에서는 직무를 표준화 시키고 이에 의하여 양성, 채용, 직무수행, 능력개발, 평가를 하고 있다. 한국에서는 교감과 교장을 교사 중에서 선발하여 승진․임명하는 폐쇄체제이고, 미국은 대학원에서 교장전문가로 양성하여 공개경쟁에 의하여 선발하는 개방체제를 채택하고 있다. 한국에서는 교장에게 능력개발의 기회가 적으나 미국에서는 계속적인 능력개발이 요구된다. 이런 제도의 차이로 한국에서는 전문성이 부족한 상태에서 승진하여 단기간 교장으로 근무하는 반면 미국에서는 장기간 전문행정가로 직무수행을 한다. 우리나라에서도 교장직을 전문화 시키기 위한 방안을 강구해야 한다.
Abstract
This study was purposed to find the direction of improvement of the principalship by comparing principals' jobs, the process of certification, recruiting, selecting and appointing, and professional development between Korea and USA. The review of literatures, observation and interview methods were adopted for the comparisons between two countries. Major differences between two countries were summarized as five folds: (1) Principal's jobs were declared on the law as School administrative works, Supervision of staffs and Student teaching by in Korea but were based on six ISLLC standards constituted of Facilitating the vision, School culture and instructional program, Managing the organization, Collaboration and community engagement, Ethics and integrity, and Understanding publics as the licensure requirements and assessment for principals in USA, (2) On the one hand Korean principal system was closed promotion one which is selecting candidate principals among teachers, training them with in-service program, and then appointing to principal position, on the other hand USA adopted open-competition one for the selecting and appointing principals among trained and certified candidates from graduate level after Masters degree, (3) professional development opportunities were not enough after appointed as a principal in Korea, but professional development was only survivorship of principalship in USA, and last (4) Principals' weak power was liked by their teachers in Korea but strong leadership was required by the publics in USA. A policy direction for the improvement of principalship was implied in "How can we more professionalize the principalship in Korea?".
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