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오중열(Jung-yeol Oh),김주후(Juhu Kim) 중앙대학교 한국교육문제연구소 2018 한국교육문제연구 Vol.36 No.3
본 연구에서는 교사가 인식하는 학교책무성과 교사협력 사이에 어떠한 관계가 있는지를 탐색하고자 하였다. 이를 위해 경기도 소재 중․고등학교에 근무하는 교사 330명의 설문 응답을 분석에 활용하였다. 자료 분석은 SPSS를 사용하여 기술통계분석, 상관관계분석, 위계적 회귀분석을 실시하였다. 주요 연구결과는 다음과 같다. 첫째, 교사의 학교책무성에 대한 인식 수준은 ‘학교생활기록부 및 문서관리’, ‘학급편성 및 운영’, ‘수업시간 편성’ 등에 대해서는 높았지만, ‘학생의 신체적 발달 및 관리’, ‘학생의 인성발달’, ‘학생의 학업성취 결과’ 등에 대해서는 상대적으로 낮게 나타났다. 둘째, 교직경력은 교사의 학교책무성에 대한 인식과 상관관계가 낮은 것으로 나타났고, 교직경력과 교사협력에 대한 인식과의 상관관계는 통계적으로 유의미하지 않았다. 셋째, 교사의 학교책무성에 대한 인식은 교사협력에 대한 인식에 긍정적인 영향을 미치는 것으로 나타났다. 이러한 결과를 통해 학교책무성은 학교 현장을 설명하는 구체적인 변인으로서, 교사협력에 영향을 미치는 설명 변인으로 작용하는 것을 확인할 수 있었다. The purpose of this study was to investigate the relationship between teachers’ perceptions of school accountability and teacher collaboration. In this study, 330 responses from middle and high school teachers working in the Gyeonggi-do province were used in the analysis. Descriptive analysis, correlation analysis, and hierarchical regression analysis were carried out using the SPSS. The main results were as follows. First, teachers’ perceptions of school accountability were high for the management of the school records and documents, the organization and management of a classroom, and the organization of teaching hours. Teachers’ perceptions of school accountability, however, were relatively low for students’ physical developments and their managements, students’ character development, and students’ academic achievements. Second, the correlation between teaching careers and teachers’ perceptions of school accountability was low and the correlation between teaching careers and teachers’ perceptions of teacher collaboration was not statistically significant. Third, teachers’ perceptions of school accountability gave a positive effect on teachers’ perceptions of collaboration. Through these results, it can be said that school accountability is playing a role as a specific variable which is able to explain the school. Thus, school accountability is playing a role as an explanatory variable which affects teacher collaboration.
이샛별(SaisBeul Lee),김창길(ChangKil Kim),오중열(Jung-Yeol Oh),김경민(Kyung-Min Kim) 한국원예학회 2011 원예과학기술지 Vol.29 No.6
One hundred twenty two accessions of 6 species in genus Allium were collected throughout 5 regions of Korea. Their genetic relationship was investigated by using inter simple sequence repeat (ISSR) markers. The morphological analysis was measured for 6 quantitative and quantified for 1 qualitative trait. ISSR analysis obtained a total of 370 polymorphic bands by using seventeen primers. The cluster analysis of genus Allium based on morphological data could identify three groups. The accessions of Allium belonged to the Allium monanthum clustered into five groups at genetic distance ranging from 0.94 on the base of ISSR analysis. Correlation analysis between morphological and ISSR analysis showed low coefficient(r = 0.036). These markers are thought to be used in research of molecular markers for classification and cross breeding of Allium monanthum and A. grai.