학생부종합전형 공정성에 관한 고교교사의 인식 분석

Abstract

The purpose of this study is to find out the perception of high school teachers about the fairness on the comprehensive school card admission system. Specifically, this study examines how high school teachers perceive the fairness on the current comprehensive school card admission system. In addition, this study analyzes how the plans for enhancing the fairness on the comprehensive school card admission system in ‘2022 revised plans of the university admission policies’ have an effect on the strengthening the reliability of the evaluation of the comprehensive school card admission system. The research questions of this study are as follows. First, how do high school teachers perceive the fairness in aspect of the current admission system? Second, how do high school teachers perceive the plans for enhancing the fairness on the comprehensive school card admission system in 2022 revised plans of the university admission policies? In order to answer these research questions, 203 high school teachers in Busan and Gyeongsangnam-do Province were selected as the research subjects. For the statistical analysis, [SPSS 25.0] program was used, and the data were processed by descriptive statistics and analysis of differences between groups. In addition, T-test and F-test were used to analyze the differences according to background variables. The results of the study are as follows. First of all, the high school teachers perceived that the current comprehensive school card admission system was not fair. However, due to the expansion of the comprehensive school card admission system, they thought that the actual high school field was somewhat normalized. Specifically, despite the expansion of the admission system, it was not helpful to reduce inequality in the underprivileged. And there were still inequalities in information, infrastructure and networks depending on the region and unit school, and there were inequalities and gaps in the items of the school record depending on the school type and the tendency of the homeroom teacher. In addition, there was a clear difference in the perception of fairness in the comprehensive school card admission system on the position of teachers. The general teachers were more negative about the fairness of the admission system than the chief teachers. Secondly, the high school teachers recognized that the plans for enhancing the fairness on the comprehensive school card admission system in ‘2022 revised plans of the university admission policies’ was appropriate. In particular, it was most noteworthy that the thorough grade management and supplementation of the unit school would be helpful in enhancing fairness when it came to the revised plans. They also noted that institutional improvements to enhancing transparency in selection, such as the disclosure of criteria for assessment by universities, the introduction of a multiple-level evaluation system, the avoidance and exclusion system of the admissions officers and the cancellation of admission on fraud charges would be helpful for fairness. The high school teachers recognized that the measures to support the elimination of the information gap about university admissions would be generally helpful in improving the fairness of the system. They also perceived that the way to reduce gaps in information acquisition, such as strengthening the guidance and standardizing the typical name so that it could be easily understood, would help improve fairness. The conclusions of these research results are as follows. First, efforts to enhance fairness are continuously required as the current system is still not fair. In addition, it was found that the revised plans were a generally suitable measure to enhance fairness in the overall admission system. It was confirmed that the revised plans of high school student record, the methods of improving the transparency of the selection of the university, and the support plans to solve the gap in information between the universities were adequately presented.