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dc.description.abstractA. Summary 1. The Outline of the Study This study was conducted in order (1)to define a teacher's specific duties and responsibilities, (2)to identify the present state of the non-teaching responsibilities, (3)to determine the issues arising in the course of carrying on non-teaching responsibilities, (4)to show the detailed specification of the non-teaching responsibilities and (5)to explore the systematization of the non-teaching responsibilities and the administration by moans of bibliographical study and questionaire on (ⅰ)the specific duties and responsibilities of the present secondary school teachers, (ⅱ)the present state of the non-teaching responsibilities, and (ⅲ)the effective administration, using 100 secondary schools in Seoul City as the subject of the study, beginning on March 1, 1970 till October 31. 2, Theoretical Background Mainly through bibliographical study, (ⅰ)school administration, (ⅱ)teachers' specific duties and responsibilities, and (ⅲ)the effective administration and systematization of non-teaching responsibilities were surveyed. (See Chapter Ⅱ) 3. Items to Be Studied In the light of the above theoretical background it was cenducted on the 14 items including teachers' specific duties and responsibilities. 4. result and Interpretation a) Teacher's Duty and Responsibilities 1) The State of Teachers' Understanding of Their Duties and Responsibilities In the study the teachers answers were negative when they were clearly acquainted with their duties and responsibilities. It could be considered notable that only within ten per oat of the teachers in the study wore well acquainted with their duties and responsibilities. Therefore, teachers should have better understanding on their above tasks in order to fulfil their duties and responsibilities. 2) Teachers' Charge of won-teaching responsibilities To whether non-teaching responsibilities were suitable for them, this study showed that over 50 per cent of the teachers of the study felt so over burdoned to be hindrod in their teaching. For the reason, it is firmly believed that the immediate measure is to decrease and simplify their non-teaching responsibilities. 3) The Fitness of Their : aptitude for the Ion-teaching responsibilities To whether their charge of the non-teaching responsibilities was well assumed to them, this study showed that 59.9 per cent of the teachers studied, and responded that they are satisfied with the present charge ; 17.9 per cent were dissatisfied and 22.9 per cent, that such non-teaching responsibilities were hard for them to carry out. Judging from the dissatisfaction of the above 17.9` (dissatisfied) and 22.2% (find their work hard), the right stop should be taken to bring out their effectiveness by eliminating their dissatisfaction. 4) Teachers' Specific Duties and Responsibilities (a) Principal's Duties and Responsibilities Me range of principal's duties and responsibilities was considered too widely varied. They could be combined and olassified into as follows : (1)planning the whole school affairs, (2)personnel administration, (3)management of education (4)counselling, (5)administration on the department of the accounting and general affairs, (6)office of the PTA, (7)self-training, (8)management of social contacts and entertainment and other 40 issues. (b) Aassistant-principal's Duties and responsibilities In accordance with the law of Education the assistant-principal's duties and responsibilities are to administer and manage the school affairs and to educate the students of school as directed by the principal and to carry out the principal's responsibilities in his behalf in his absence. It might be said that the principal and the teachers are carrying out the plans of the, management including the huge varieties of the school affairs. (c) Chief (Senior) teacher's Duties and Responsibilities Although the functions of directing teachers were very important for school, the limit and specification of their duties end responsibilities wore not clearly defined in most of the schools. (d) Ordinary Teachers' Duties and Responsibilities It could be said that their duties and responsibilities were widely varied : they consisted roughly of (1)teaching, (2)guidance of outside activities, (3)guidance of daily living, (4)attendance at meetings, (5)self-training, (6)management of the issued accompanied in practice of school affairs, (7) participation school administration, (8)incellaneous tasks and about other 40 issues. (e) Systematization of the C1on-teaching Responsibilities (1)Fitness of the Plans on the Charges of School affairs To whether the systematization on the non-teaching resposibilities was rightly planned beforehand, it was shown in the study that not less than 60.7 per cent of the teachers studied did not take part in the planne. Thus, the immodiate future plans ought to be made on this issue. (2) Understanding on the Management of the Systematization and the Desire of Community On the basis of the analysis on the 100 school plans as the subject in Seoul, almost none of them showed signs that they had a clear understanding of their community. Although it does not seem so easy to know the community, especially in the capital city of Seoul, the demand of the community should be reflected by the school administration through their understanding of it. (3) Specification of the Duties and Responsibilities In the study, only 7 schools out of the hundred in the city showed that they had the clearly detailed lists of their duties and responsibilities. As mentioned putting the emphasis in the principles of systematization, the specification of the duties and responsibilities should be established in detail on the basis of the clearly defined principles. (4) Management of Systematization and Team-work According to the questionaire prepared for the purpose the team-work was not well carried on in 53 per cent of the schools surveyed, Therefore teachers should give through cooperation for the fulfilment of the aims of school by carrying on the duties and responsibilities given to each member of school. (5) Independence of School Management In the study 38 per cent of the subjects showed that independence of school management was secured, and the rest 62 per cent gave the negative responses on the questionaire. But school ought to be given independent function as an educational institution. Furthermore, as one management unit, not as the smallest unit attached to the board of education, every imaginable effort should be made to obtain excerciso of independent function. (8) Human Relations in Systematization In the study 64 per cent of the subject showed that human relations were considered before systematizing, but 20 per cent showed that they were not fully considered. Referring to this point, systematization should be made rather in terms of school affair than human relations. (7) System Pattern of Non-teaching responsibilities and the Teachers' systematization According to the study, most of 100 schools used as the subject of the study had some systems of non-teaching responsibilities and forms of teachers' systematization, which wore widely varied, laid the former patterns were combined and classified into six groups (or patterns and forms). The synthesis pattern was typical in the former, but in the latter, Line System was dominant, reaching the high percentage of 80, and Line and Staff System was 20 per cant. (8) Kinds of Non-teaching Responsibilities, and Previous Annalysis of the Degrees of Antis and Responsibilities There was almost no school of the subject which had taken previous analysis on the kinds of non-teaching responsibilities and the degrees of duties and responsibilities. However, in the present system and the process of systematization some research and analysis should be made for the purpose of organic synthesis in the management. (9) Making up Detailed Tables for the Performance of the Non-teaching Responsibilities According to the study, few schools of the subject had any detailed tables for the performance of the non-teaching responsibilities beforehand and put it into good practice. It is firmly believed that further study should be taken to secure the effective and through performance of the non-teaching responsibilities. B. Suggestion 1. Each teacher should be inspired to do his best to perform his duties and responsibilities through understanding his capacity and limitation of his office. 2. Assistant Principal's job should be more clearly defined as well as that of the chief teacher. Office organization for the chief teachers should be formed without delay. 3. The following points should be duly considered in the systematization of non-teaching responsibilities : a. Previous studies and detailed plans should be established and carried out. b. Teachers' capacity and aptitude should be well considered beforehand, c. The definite limit and official details of teachers' duties and responsibilities should be concretely defined beforehand. d. Cooperation and team-work with other teachers should be made to reach the common goal through the full display of functions. e. Systematization should be made paying due consideration to non-teaching responsibilities rather than to relations. f. In the teachers' organization, Line System should be worked out rather than Functional System. 4. Every conceivable project for development of non-teaching responsibilities should be planned and performed.-
dc.description.tableofcontentsⅠ. 硏究의 必要 = 1 Ⅱ. 理論的 背景 = 4 A. 學校經營 = 4 1. 學校經營의 意義 = 4 2. 一般的經營 및 組織理論 = 6 3. 學校經營의 經營組織的 側面에서의 考察 = 7 4. 學校經營의 自主性 = 18 B. 敎員의 職務 = 19 1. 敎員의 定義 = 19 2. 職位別 職務內容 = 19 C. 敎務組織 = 31 1. 敎務分掌의 意義 = 31 2. 敎務分掌의 法的根據 = 32 3. 組織의 必要性 = 33 4. 組織의 職能 = 34 5. 組織의 原則 = 36 6. 敎職員과 組織 = 38 7. 敎員組織의 形態 = 40 8. 敎務分掌의 基本類型 = 45 Ⅲ. 硏究設計 = 48 A. 硏究의 問題와 目的 = 48 1. 硏究 問題 = 48 2. 硏究의 目的 = 54 B. 硏究의 內容 및 對象 = 55 1. 內容 = 55 2. 對象 = 56 C. 硏究의 節次 方法 및 期間 = 59 D. 用語의 定義 = 61 E. 硏究의 制限点 = 63 Ⅳ. 結果 및 解釋 = 65 A. 敎員의 職務 = 65 1. 敎師의 職務內容 把握實態 = 65 2. 敎師의 職務負擔 = 67 3. 職務에 對한 適性與否 = 68 4. 敎員의 職務內容 = 70 B. 敎務分掌 組織 = 79 1. 敎務分掌 計劃의 適切性 = 79 2. 敎務組織의 運營과 地域社會 要求의 意識 = 81 3. 擔當 職務에 따르는 責任限界 및 業務細則 = 82 4. 組織運營과 Team-Work = 86 5. 組織에 있어서의 人間關係 = 86 6. 學敎經營의 自主性 = 87 7. 敎務組織의 類型과 敎員組織形態 = 89 8. 業務의 種類 事務量의 事前分析 = 93 9. 業務 運行表作成 = 93 Ⅴ. 要約 및 提言 = 97 參考文獻 = 106 ABSTRACT 附錄 = 1-
dc.format.extent5153682 bytes-
dc.publisher이화여자대학교 교육대학원-
dc.title中等學校敎員의 職務와 敎務分擔의 效率的인 組織 및 運營方案에 關한 硏究-
dc.typeMaster's Thesis-
dc.title.subtitle서울市內 人文系를 中心으로-
dc.title.translated(A) study of effective systematization and management of secondary school teachers' duties and responsibilities : mainly in liboral art secondary school-
dc.format.pagev, 107, ix, 18 p.-
dc.identifier.major교육대학원 교육학전공교육행정분야- 2-
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