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韓國 가톨릭 女性敎育行政家의 指導性 類型

韓國 가톨릭 女性敎育行政家의 指導性 類型
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대학원 교육학과
이화여자대학교 대학원
우리나라는 가톨릭에서 運營하고 있는 學校가 1986년 現在 모두 271個校가 된다. 물론 이중에서 절대다수를 차지하고 있는것이 幼稚園(221個)이고, 高校(35校), 다음이 中學校(29校), 그리고 大學(9校) 國民學校(7校)의 順으로 形成되어 있다. 그러나 本 硏究가 集中的으로 硏究調査의 對象으로 하고 있는것은 이 學校들의 行政職을 맡고 있는 가톨릭 女性敎育行政家의 資質과 그 向上의 間題이다. 가톨릭 學校들의 敎育行政職을 맡고 있는 敎育行政家는 男子가 178名, 女子가 113名 이다. 本 硏究對象을 女子로 限定시키고 있는 理由는 本 硏究者 自身의 個人的인 立場과 이보다도 더 强하게 작용한 것은 가톨릭 女性敎育行政家에 대한 盲信에 가까운 假說을 點檢하는데 있다. 즉 가톨릭 女性敎育行政家는 -般사람들이 생각하고 있는 것과 같이 과연 完壁하고 理想的인 敎育行政家 이며 一般敎育行政家들과 比較 하였을때 과연 有意있는 差異를 나타낼 것인가에 대해 의심을 두고 있다. 이상과 같은 硏究目的에 따라 硏究者는 우선 敎育行政家를 위한 指導性이 무엇인가에 대해 理論的 根據와 그 變遷過程 그리고 指導性類型을 文獻을 통해 檢討하였다. 특히 A.W.Halpin의 指導性 類型을 本 硏究의 理論的 背景으로 삼았다. 그는 指導性을 Ⅰ類型(效率的型) ,Ⅱ類型(課業中心型) ,Ⅲ類型(非效率的型), Ⅳ類型(人和中心型)으로 分類하고 敎育의 目標達成을 極大化 할 수 있는 가장 바람직한 敎育行政家는 課業과 人和 양면을 모두 重視하는 指導性을 發揮하는 者라고 하였다. 그러므로 그의 理論的 背景에 따른 旣存說問紙(LBDQ)를 使用하여 蒐集된 資料는 統計的 檢證을 통해 5 %의 水準에서 有義度를 보았다. 調査結果에 따른 分析結果는 다음과 같다. 1. 설문지에 應答된 變因別 現況은 全體的으로 낮은 學歷의 特徵을 보이고 있는 것으로 나타났다. 2. 指導性 類型의 分布는 劾率的 指導性을 發揮하는 敎育行政家가 제일 많은 것으로 나타났고 그 다음에 非效率的 型 그리고 人和中心型, 課業中心型의 順으로 나타났다. 3. 指導性 類型과 變因別 差異는 學歷別 사이에서만 統計的으로 有義 있는 差異를 보였고 그 外에는 有義있는 差異가 없었다. 4. 指導性 類型과 變因別 관계에서는 대도시에 勤務하거나 師範系出身, 學歷과 經歷, 그리고 年齡이 높은 層이 더 效率的 指導性 類型(Ⅰ類型)을 發揮하는 반면, 중소도시에 근무하거나 非師範系出身, 學歷과 經歷, 그리고 年齡이 낮을수록 非效率的인 指導性類型(Ⅲ類型)을 發揮하는 敎育行政家도 Ⅰ類型과 비슷한 숫자로 分布되어 있어서 敎育發展에 대한 危機의 現狀을 보이고 있다. 이상의 分析된 結果를 綜合해 볼 때 가톨릭系 敎育現場에서는 課業과 人和 양면을 重視하는 效率的型(Ⅰ類型)과 양면을 등한시하는 非效率的型(Ⅲ類型)이 거의 비슷하게 發揮되고 있는 것으로 나타났다. 가톨릭 女性敎育行政家는 그들 特有의 聖職意識만 가지고는 훌륭한 敎育行政家가 될 수 없다. 敎育은 專門性을 要求하는 技術이므로 專門性 向上을 위한 再敎育, 硏修, 上位敎育 등과 같은 계속 敎育으로 訓練을 쌓을 때 비로 훌륭한 指導者가 될 수 있다.;There are 271 schools in 1986 in our country which have been operated by Catholic system. Of course, among these the majority is consisted of 221 kindergartens and the next is followed by 29 middle schools, 9 elementary schools and 5 high schools in order. However, the study which is concentratively focused on the objects of survey is the quality and the problem of its enhancement for Catholic women who are in charge of the administration in these schools. These educational administrators in the catholic mission schools are consisted of 178 males and 113 females. The reason that this study is mainly limited to the objects of females may be attriburable to the fact that is to scrutinize a hypothesis that appears to be nearly overcredulous of Catholic women`s educational administrators, which is more strongly acted on the factor rather than a personal position of this writer, herself. That is, the problem seems to find out whether such a significant difference may become appeared or not when the Catholic women`s educational administrators are subject to be compared with other common educational administrators as being in the status of perfect and ideal ones as expected by the public. According to the object of this study, above all, this writer has been attempted to scrutinize the theoretical basis and its changing process as well as the leadership patterns through pertinent bibiographies on what may be considered as a desirable leadership for such an educational administrator. Particularly, the leadership patterns researched by A.W.Halpin has been refered to the theoretical background of this study. He divided the leadership into such categories as Ⅰ pattern (efficient type),Ⅱpatten (a type focused on a given task), Ⅲ pattern (inefficient type) and Ⅳpattern (a type laid emphasis on the harmony among men), and he contended that the most desirable educational administrator who may be able to maximize the attainment of educational goals should be required to display the leadership which would attach importance to both elements including task and human harmony. Therefore, the significant degrees were observed at the level of 5% through the statistical varification on the collected data used by the existing questionnaires (LBDQ) pursuant to his theoretical background. The analytical results of the survey are described as follows: First, It was revealed that the present situation by the variable factor responded to the questionnaires showed the feature of the low academic career in general. Secondry, The distribution of the leadership patterns was revealed in most of educational administrators who would display efficient leadership, and the next patterns were followed by inefficient type, the type focused on the harmony among men and the type laid emphasis on a given task. Thirdly, The leadership patterns and the difference by the variable factor showed a statistically significant difference only between the differences by the academic career, and there was no significant difference other than that. lastly, As for the leadership patterns and the relation by the variable factor, those who have jobs in big cities as the educational records and the professional careers and the aged stratum showed more efficient leadership patterns(Ⅰ pattern), while those who have jobs in small cities or being as the graduates of non-normal school systems and the lower educational records, professional careers and ages showed inefficient leadership patterns (Ⅲ pattern). However, such inefficient educational administrators were distributed in similar figures with Ⅰpappern . It means that the present situation for educational development may be situated in a critical state. As having summarized the results analyzed above, it was revealed that the efficient types (Ⅰpattern) of personnel who would attach importance to the both task and human harmony and the inefficient types(Ⅲ pattern) of personnel who would be neglectful of such both aspects have been almost displayed in the catholic educational sites. From now on, The catholic government will set up the principal of personnel in which those, who graduated from the educational college and the professoinal administrators, should be posted in the administrative effairs. Particularly most of catholic women-educators should be given the opportunity to receive the new and progressive education for the administration. Through this educational system, they could help themselves developed for the administration. Consequently, the educational women of Cathalic could not make themselves good administators, only if they are always proud of their holy religious thoughts and spirits. Becouse the education needs professional techniques, they do make every effort to become good educational administrators.
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