私立 中等學校 校長의 役割 期待에 關한 硏究

Abstract

學校는 敎育目標를 意圖的으로 達成시키려는 組織體이며, 이 組織體內에서 모든 決定의 總 責任을 지는 責任者로서의 校長과 一線에서 直接 敎育을 담당하는 敎師와의 相互關係는 매우 重要하다. 多樣한 人性들로 이루어진 敎師集團은 校長이 遂行하는 役割에 대해 各其 相異한 期待들을 가지고 있을 것이며 特히 國·公立 學校와는 달리 學校法人이라는 上部機構가 存在하는 私立學校에서 敎師들이 校長에게 期待하는 役割은 또한 다를 것이다. 本 硏究에서는 교장의 役割關係中에서 私立中等學校內에서 이루어지고 있는 役割만을 限定하였으며 私立學校 組織內에서 敎師들이 校長의 役割에 대해 가지는 期待와 그 相異한 期待들로 因한 校長의 葛藤 程度를 알아보려는데 그 目的이 있다. 이러한 目的을 가지고 理論的 背景에 따라 學校長의 役割을 人事行政, 意思疎通, 敎育課程, 學校財政과 管理, 學生指導, 指導力, 그리고 地域社會와의 關係 등, 일곱가지 領域으로 具體化하여 敎師들의 性別, 年齡別, 敎職經歷別, 出身學校別, 公立學校 勤務 有無別, 本校勤務 經緯別 등의 變因으로 比較하였다. 本 硏究는 文獻硏究와 調査硏究方法으로 行해졌으며, 文獻硏究에서는 參考文獻을 통하여 學校長의 役割과 役割葛藤의 類型에 대해서 알아 보았으며 調査硏究에 依한 質問紙는 서울 市內 私立中等學校 20個校의 1,000名의 現職敎師들을 對象으로 調査 分析하였다. 蒐集된 資料는 變因別 集團間의 平均點을 算出하여 點數差를 比較하였고 各 問項에 대한 變因間의 反應의 差異는 x^(2) 檢證을 通해 .01水準과 .05水準에서 有意度를 살펴보았다. 調査硏究에 對한 分析 結果는 다음과 같다. 1. 人事行政 領域에서는 敎師 採用方法이나 過程 등에 있어서 敎師들은 財團이나 교장의 關與에 否定的인 見解를 表示한 反面, 同僚들끼리의 推薦方法 등에 상당히 肯定的인 立場을 取함으로써 교장은 갈등을 느끼게 된다. 2. 校長은 敎師들이 교장에게 上部機構와의 意思疎通의 仲裁者로서의 役割을 期待하는데 대해서는 큰 갈등을 느끼지 않았다. 敎師들의 私生活에 對한 關心度에서도 葛藤은 經驗하지 알았다. 3. 校長은 學校 組織에서 敎育課程 業務에 積極 參與해 주기를 期待하며 特히, 敎室授業 監督을 指導 助言으로 생각하지는 않았다. 4. 學校財政과 管理面에서 敎師들은 學校 財團의 指示나 干涉은 反對하면서도 財政補助는 願하고 있으므로 이로 因하여 校長의 役割갈등이 생겨난다. 5. 校長이 學校內에서 學生들의 處罰에 關한 役割을 遂行하는데 있어서는 全體的으로 비슷한 期待値를 보여 갈등의 所持를 엿볼 수 없었다. 6. 校長의 指導力 問題에 있어서 敎師들의 自律性 保障이나 敎師의 便에 서서 敎師를 擁護하는 役割에서는 期待間의 큰 差異를 보이지 않았다. 7. 校長의 役割中 地域社會와의 關係에서 敎師들이 地域社會 參與에 期待하는 水準이 비슷하므로 여기서도 校長은 별 갈등을 느끼지 않는 것으로 생각된다.;A school is an organization which tries to achieve certain educational goals intentionally. Within this organization, the mutual relationship between principal who is responsible for all decision and teachers who are incharge of education is important. The teacher group which is made up of various personalities has its different expectations from the principal's performance. Especially, unlike the public school, the private schools have a superior office which may be called the school board. So the expectation of teachers for the principal may be different. The purpose of the study was to investigate role conflicts of principals caused by different expectations of teachers for principals in private schools. The study was approached by using bibliographical study and a survey was conducted in twenty private schools. The investigator devised a 40-item questionnaire covering expectations for the principals role in tasks such as personnel administration, Communication, curriculum, school finance and management, student discipline, leadership and Community relationships. 1000teachers were randomly sampled from secondary private schools in Seoul area. A response rate of approximately 76.8% was abtained. So the final sample included 768 teachers. The respondents were required to indicate the strength of their expectations on a five-point scale from "Strongly disagree" (Scale Score 1) to "Strongly disagree" (Scale Score5). The collected deta were analyzed by variables as sex, age, whether or not he (or she) taught in public school before, alma mater, employment method. education background. The mean was computed for each item and then a X^(2) test was utilized to determine the significance of the differences for each of the 40 items. The statistical significance test level was set at .01 and .05 for these analyses. Results of the study were as follows. 1. Personnel administration. Many of teachers tended to disagree with the interference by the school board of principal in new teacher employment method. However the recommendation method by associates adops a very affirmative position that principal faces the conflict. 2. Communication The teacher expect the principal to act as the mediator to bring about communication process with the superior offices. This does no bring about any conflicts within the principal himself. 3. Curriculum. The principal is expected to actively participate in educational process matters and teachers disagree that the principal visited them in classrooms regularly to give instructional help. No discomfort in this area. 4. School finance and management The teacher group on one hand appose the instruction or the interference of the school board but on the other hand they tended to expect that the principal tried harder to get more contributions from the school board for the school finance. The principal feels difficulty in the situation. 5. Student discipline. Most of teachers hold basically the same views on how to handle the student. So there is no difficulty for school principals in handly student discipline. 6. Leadership. Teachers showed quite similar expectations for the principal's leadership behaviors in this task area. 7. Community relationships. Most of teachers have about the same outlook in the relation between school and community. So school principals face no conflicts in this task area.