人間化側面에서의 奬學에 대한 敎師의 知覺反應

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 15권 / 1호
ㆍ저자명 : 朱三煥

목차

Ⅰ. 序論
Ⅱ. 理論的 背景
Ⅲ. 硏究問題와 方法
Ⅳ. 結果
Ⅴ. 論議
Ⅵ. 要約 및 結論
參考文獻

영어 초록

I. Introduction
The age of material-centered and of production-centered were disappeared, and then the age of restoration of humanity has come. At the same time the problem of humanization in education has appeared on the high tide. To achieve humanization in education, first of all, school teachers must be understood rightly by their supervisors.
The writer abstracted 9 factors of human views in supervision through theoretical review, and then were going to survey how did the teachers perceive about supervision in that 9 aspects.
9 factors were as following;
1. Above all school teachers ought to be treated with respect in aspects of humanization by their supervisors. (respect for teachers).
2. School teachers' individuality ought to be considered by their supervisors. (consideration of individuality)
3. Supervisors ought to supervise teachers with consciousness of common group(consciousness of common group).
4. Supervisors ought to understand teachers by multi-dimensions. (understanding by multi-dimensions)
5. Supervisors ought to understand teachers with positive human views. (positive human views).
6. Supervisors ought to know teachers are the pursuing man of their own goal as well as of organizational goals. (human view of pursuing goals).
7. Supervisors ought to understand the characteristics of educational organization. (understanding the characteristics of educational organization).
8. Supervisors ought to understand teachers are the "future oriented man. (human views of future orientation).
9. Supervisors ought to understand teachers are the man pursuing ' their own internal values rather than external materials. (human views of pursuing internal values).

II. Questions
Following were the major questions to know in this study.
1. How do the teachers perceive about supervision in aspects of humanization?
2. Are there any differences of the perceptions about supervision between male and female teachers?
3. Are there any differences of the perceptions about supervision between 20's and 4, 50 aged subgroup teachers?

Ⅲ. Methods.
The writer made questionnaire with 27 items through theoretical review and that were administered to 230 sampled primary school teachers in Seoul.
CR test method was used to testify the differences between mean points of all .respondents and 3 points of the scale, between mean of male and female teachers, and between mean of 20's aged and mean of 4, 50's aged subgroup teachers.

Ⅳ. Results
1. Following were the results responded(perceived) by whole sample. (표1 참조)
2. Difference of the perception about supervision between male and female teachers were as following table. (표2 참조)
3. Difference of the perception about super vision between 20's and 4, 50's aged teachers were as following table. (표3 참조)

V. Conclusions
1. Respondents tended to show negative perception about supervision.
2. There were no significant differences of perceptions about supervision between male and female teachers.
3. There were significant differences of the perceptions about supervision between 20's and 4, 50's aged teachers.
The writer is going to suggest several alternatives based on above conclusions to improve supervision.
1. School teachers ought to be respected in human aspects and supervisors ought to study humanization problems steadily.
2. Supervisors ought to effort to individualize supervision, but if it is really difficult, firstly ought to consider individualities of female teachers.
3. Supervisors ought to study alternatives of helping or guiding 20's younger teachers.
4. We all ought to effort to formulate supervisory theory based upon Korean realities.
5. Supervisors ought to improve human relations with school teachers by making more opportunities of contact with them.
6. Supervisors ought to study about humanity in order to have right human views. and to understand teachers more correctly.
7. Educational administration ought to be performed for rather supervisory administration than school management.

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