혁신고등학교와 일반고등학교 학생의 학교생활만족도 비교

Abstract

Comparison of Students’ Satisfaction with School Life in Innovation High Schools Versus General High Schools Eun Soo Kim Major in Educational Administration Graduate School of Education, Pukyung National University

Abstract

The purpose of this study is to confirm the performance and seek ways to improve the innovation schools by comparing the school life of innovation high schools(IHS, hereinafter) and general high schools(GHS, hereinafter). The school life satisfaction was divided into four scopes; class activities, teacher-pupil relations, friendships, extracurricular school activities. The subjects of this study were the second graders of high school located in Seoul, Gyeonggi-do, Jeollanam-do, Busan. The surveyed questionnaire was conducted by Factor Analysis, Reliability, Independent sample T-test, One-way ANOVA, Scheffe verification using SPSS 18.0 program. The study results are as follows. First, any statistical meaningful differences in terms of gender are not found in student satisfaction between IHS and GHS although the average of the satisfaction in extracurricular school activities at IHS was measured higher than that of GHS. Rather, in terms of class activities it shows some statistical meaningful differences. In case of girl students in GHS, the average of the satisfaction in class activities is higher than that of IHS. It is assumed that the reason is the smooth communication of students and teachers at IHS which can result in intriguing students’ interests in learning. Second, there are no significant meaningful differences in students with high grades between IHS and GHS. However, in extracurricular school activities scope, students with middle and low grades at IHS are likely to show significant differences in their satisfaction. It seems to be because IHS have flexible school curriculums, management and students have a variety of experiences apart from in classes via reorganized school curriculums. It is assumed that student satisfaction at IHS is measured highly due to the management of IHS which has a lot to do with student-centered education approach. Third, in terms of 4 regional differences: Seoul, Gyeonggi-do, Jeollanam-do, Busan, there are meaningful differences in extracurricular school activities scope at IHS in Seoul and Jeollanam-do. However, there are significant differences in Gyeonggi-do and Busan. Especially, the average of the satisfaction in class activities at IHS was measured higher than that of GHS. It is assumed that IHS in Busan has been operated since 2015, so it seems too early to estimate the performance of IHS. Considering the results above, it can be said that the positive effects observed in IHS is attributed to higher satisfaction in extracurricular school activities scope, that is, the personality guidance, the creative experiential activity and school environment. Given that IHS have been in action for only two years such as IHS in Busan, it is fair to say that they are in the process of displaying their good effects. In conclusion, this study shows that school life satisfaction of IHS students’in extracurricular school activities is higher than that of GHS. Especially, students with middle and low grades in IHS are satisfied with their school life. It is inferred that students’ autonomy, counseling for students, communication and supports between teachers and students, student-centered teaching, various activities and circle activities had influence on students’satisfaction of school life. In spite of these strength, it is time to deliberately contemplate the problems of IHS operation and desirable policy in effective aspects.