학교평가에 대한 중등학교 행정가의 인식 연구

Abstract

The purpose of this study is to examine middle and high school administrators’ perceptions of school evaluation, examining the current situation in the hope of finding solutions to the problems caused by the evaluation. To accomplish this, past theories about the methodology of school evaluation were examined. These theories revealed that the present methods for evaluation used in Korean middle and high school were ineffective and are in need of further development. The questions posed by this survey are as follows: First, how do middle and high school administrators perceive the situation of school evaluation? Secondly, how do middle and high school administrators perceive the problems of school evaluation? Finally, how can improvements be made in relation to the problems of evaluation detected by middle and high school administrators? To attempt to resolve the problems elicited in this research, a questionnaire was used. The questionnaire included 27 questions concerning the current situation, focusing on the problems of school evaluation and where improvements could be made. In the survey conducted by middle and high school administrators based in Gyeong-sang Nam-do province, we analyzed the opinions of school evaluation using the t-test, frequency analysis and verification in the hope of finding some answers to the problems raised in the survey. The conclusions of this study are as follows: First, Middle and high school administrators generally have a positive attitude toward school evaluation. They have to form a firm philosophy on the merits of the evaluation and play leading roles in order to advance their school evaluation results. In addition, this positive attitude toward school evaluation needs to be shared by all administrators, in the hope that this will lead to a stronger will to succeed in their school’s evaluation. Also school administrators need to enhance their leadership qualities so that teachers can feel more positive about participating in school evaluation. Second, school administrators have to show more of an interest in the planning, performance and the use of the results of the evaluation, which should lead to a more desirable outlook for evaluations. Third, to enhance the quality of teaching practices in school, administrators will have to make a system for storing the results of the evaluation in order to give teachers feedback more clearly. School administrators have to improve their methods for providing feedback. Furthermore, the government needs to implement a system to check up on the use of the results of the evaluation. Fourth, the biggest problem related to school evaluation is the lack of quality and professional knowledge of the evaluation teams. In order to improve this situation, there must be more selective criteria for the selection of these teams, as well as a system where candidates are properly trained as well. In addition, there must an administrative system in place, the purpose of which is to boost the professional knowledge of the evaluation teams as soon as possible. Finally, many administrators hope each school develops a unique curriculum and focuses on the improvement of instruction methods. At the same time, they believe that the autonomy of each school needs to be more fully enforced.