이 시대 유아 대상 학원 교육 - 학원 유아교육에 대한 학원교사의 인식과 실태 비교를 중심으로-

지성애 한국유아교육학회 2010 유아교육연구 Vol.30 No.1

This study investigates how teachers in educational institutions recognize and assign status to early education in educational institutions. Subjects were 157 teachers, teaching in educational institutions. A questionnaire was developed and used in the collection of data. Analyses of data used χ2-test, t-test, ANOVA and Duncan. The results of this study revealed that there are no significant differences between English Language Institutions and Art & Sport Institutions with respect to ‘early education beliefs and philosophy.’ However, there were significant differences between the response of the two groups to questions in the following categories: ‘the purpose and practice of early education’, ‘teacher-child interaction’, ‘professionalism of teachers in educational institutions’, ‘the educational effects of educational institution’, ‘link between educational institution and family’, ‘early education evaluation’, ‘institution management’, and ‘differences between institution and kindergarten education.’ The results of this study also revealed that there are significant differences among the variables of the majors of teachers in educational institutions. 본 연구의 목적은 학원 유아교육에 대한 학원교사의 인식과 실태를 조사 분석하는데 있다. 본 연구대상은 157명의 학원교사들이었으며, 학원 유아교육에 대한 인식과 실태를 파악하기 위한 설문지 개발하고 이를 통해 연구 자료를 수집하였다. 수집된 연구 자료는 χ2-test, t-test, ANOVA 그리고 Duncan을 실시하여 학원유형과 학원교사의 전공에 따른 집단 간의 차이를 분석하였다. 연구 분석 결과, ‘유아교육 신념 및 철학’ 영역에 대한 인식과 실태는 학원유형과 학원교사의 전공에 따른 유의한 차이가 나타나지 않았다. 그러나 ‘유아교육 목표 및 실제’, ‘교사-유아 상호작용’, ‘학원교사의 전문성’, ‘학원교육의 효과’, ‘학원-가정 간 연계’, ‘유아교육 평가’, ‘학원 운영관리’, 그리고 ‘학원과 유치원 교육의 차이’ 영역에 대한 인식과 실태는 영어학원과 예체능학원 간에 유의한 차이가 있는 것으로 밝혀졌다. 또한 학원교사들의 전공에 따라서도 집단 간에 유의한 차이가 있는 것으로 나타났다.

학교교육정책 변화에 따른 교육연구 방향: 국책연구소와 시도교육정책연구소를 중심으로

장경숙,이병천,정은주,임은영,김영은 서원대학교 사범대학 부설 교육연구소 2019 교육발전 Vol.39 No.1

The purpose of this study is to seek for the future directions of educational research of government-funded research institutes in accordance with the new government 's educational reform policy focusing on local education autonomy. For this purpose, we examined the educational research outcomes of a government-funded educational research institute(GFERI) and the research institutes affiliated to local offices of education(LOERI). A comparative analysis of the research reports by LOERI and GFERI was done with a total of 683 research reports published by 13 regional educational policy research institutes and 1,023 reports published by the GFERI. The published reports were analyzed according to publication year, category, theme, school level, research type, and research focus. Classification by publication year shows that the number of research reports decreased in GFERI while LOERI increased the number of research reports. It is also revealed that there is a big gap among the LOERIs; while the least number of studies are 4 research report, the largest number of studies are 151. 317 out of 1,023 reports by GFERI were in the teaching and learning field; 296 reports were in the field of curriculum and textbook, and 262 reports were studies on assessment. 437 cases out of a total of 683 research reports by the regional educational research institute were categorized as ‘local research issues’. The comparison between the LOERI and GFERI shows that the most significant difference lies in local issues, and one common area is learning and teaching improvement. It implies that local educational policy research institutes has conducted research on various regional areas(regional school policy, school administration, local educational policy etc.) to meet various local needs, while the GFERI has done educational research at the national and international levels with focus on curriculum, evaluation, and teaching and learning. In the school level classification, the studies dealing with all elementary, middle, and high schools outnumber the other types of research. It is found that local research institutes did more studies at the kindergarten level than GFERI. In the comparison according to regional specificity, it is found that GFERI focuses on policies and educational issues at the central level, while the LOERI conducted studies on region-focused issues. The scope of GFERI research goes beyond the domestic to the global level. While the staff member of GFERI were conducted studies, teachers and university professors joined research as external co-researchers in the regional educational policy research institutes. According to the new government’s local education autonomy policy, LOERIs are expected to carry out autonomous, more practical and field-based policy research in accordance with the policy of each provincial office of education. Recently, a network of regional education policy research institutes has recently been established to carry out joint research among regions to strengthen the capacity of individual research institutes and to overcome the limitations or local constraints. It is necessary for GFERI as a government-funded research institute, to carry out studies with local research institutes to meet needs from local areas across the country. Efforts needs to be made to seek effective ways of doing research in collaboration from selecting research topics, and collecting data and analyzing to proposing educational policies. A consultation body can be established to enhance collaboration among institutes. Such collaboration is expected to support and bring about an effective implementation of the new educational policy with focus on local education autonomy. 본 연구에서는 정부의 교실혁명과 교육자치를 통한 교육개혁 정책에 따른 정부출연 교육연구기관의 연구 방향을 탐색하고자 한다. 정부출연 교육연구기관과 시도교육청 교육정책연구소에서 수행된 연구의 비교 분석을 위해 한 정부출연 교육연구기관과 13개 시도교육정책연구소에서 최근 5년간 발간된 연구 보고서를 발행 연도, 연구 영역, 주제, 세부영역, 학교급, 위탁여부, 지역특수성, 수행 형태 기준에 따라 비교 분석하였다. 분석 결과에 따르면 두 기관의 설립 목적과 특징에 따라 수행 연구 영역, 주제, 범위, 형태, 방식 등에 차이를 보이고 있으며, 지방 교육자치 정책에 따라 시도교육청의 교육정책연구소에서는 자율적이고 보다 실천적이며, 지역성과 현장성이 강한 정책 연구가 수행되고 있으며 각 지역 연구소의 위상과 제도적 여건에서 차이가 있어 정책연구네트워크를 구축하여 지역 간 공동연구를 통해 연구 역량을 강화하고 한계를 극복하고자 한다. 중앙 차원에서 연구가 수행되는 정부출연 교육연구기관은 전국교육청 정책연구네트워크와 협의체를 구축하여 공동연구를 추진한다면 지역교육청과 학교 현장의 자료 수집 및 현장 접근성이 높아지고, 현장성이 강한 교육 연구 수행이 가능하게 되며, 현장의 참여와 피드백이 활성화되어 실질적이고 지역별 실정에 부합되는 교육 정책 방안이 마련될 수 있을 것으로 기대된다.

미용 교육기관 현황 조사 및 미용 교 · 강사, 헤어샵과 피부샵 종사자들의 최초 · 재교육 시 교육기관 활용도 연구

김여정,리순화 한국피부과학연구원 2012 대한피부미용학회지 Vol.10 No.2

The purpose of this study was to investigate the current status of the beauty educational institution and beauty curriculums, which based on the existing data. As a result, it was found that the beauty educational institutions are such as Ministry of Employment and Labor, Ministry of Gender Equality and Family Republic of Korea,Seoul which can receive educational support, schools for paid private education and support scholarships,and private institutions for paid private education and learning program supported by Ministry of Employment and Labor. The survey compared beauty artists, workers at beauty shops and workers at the skin care centers among the 193 current beauty artists about the utilization of the educational institution of the fi rst education and reeducation. As a result, the utilization of private institution was the highest with 52.8% at the fi rst education,their burden on education fees in carrying it out was the highest with 38.9% in factors of diffi culties and the utilization of the company at reeducation was the highest with 30.1%. In the study of the awareness about the beauty educational institution, ‘private educational institution’ was the highest with 28.5% and Ministry of Employment and Labor, Ministry of Gender Equality and Family Republic of Korea was the lowest in the survey. The survey about ‘The necessity of information about beauty educational institutions’ was the highest with 84.4% of those questioned were ‘necessary’. For the vitalization of educational support and reducing the burden of educational fee, it is necessary to be exposed to a lot more information about the beauty educational institutions and expanded curriculums of reeducation.

교육 서비스 품질과 사회적 책임 활동이 학부모 만족과 학원 이미지에 미치는 영향

정효리(Jung, Hyo-Lee),임정훈(Lim, Jung-Hoon) 한국서비스경영학회 2016 서비스경영학회지 Vol.17 No.3

This study investigates the effect of educational service quality and social responsibility activity of private educational institute on parental satisfaction and the impression of private educational institute. In addition, this study examines the effect of parents’ social responsibility consciousness on parental satisfaction as a moderator variable. Compared to the previous studies that focus on the firms, this study investigates the private educational institutes and cram schools for sports. The sample private educational institutes are located primarily in Daegu city. The results of the study are as follows. First, the educational service quality and social responsibility activity of private educational institute have a positively significant effect on parental satisfaction and the impression of private educational institute. Second, parental satisfaction for the private educational institute has a positively significant effect on the impression of private educational institute. Third, the parents" social responsibility consciousness shows a significant moderation effect on (1) the relationship between educational service quality of private educational institute and parental satisfaction and (2) the relationship between social responsibility activity of private educational institute and parental satisfaction. According to the results of the study, managers in private educational institutes have to recognize the responsibility as an educational sector, improve the educational service quality and concentrate resources and capabilities on social responsibility activities.

프랜차이즈 교육기관과 교육콘텐츠의 특성이 교육전이에 미치는 영향

성은경,김문명,서민교 한국프랜차이즈경영학회 2019 프랜차이즈경영연구 Vol.10 No.4

Purpose: As a research on the effects of the characteristics of franchise educational institution and contents on the educational transition, commitment, and recommendation intention, this study aimed to suggest the basic data that could be used for the performance of educational training of franchise headquarters, and also to suggest an empirical research helpful for the development of actual educational system and the operation of curriculum for franchise educational institutions. Research design, data, and methodology: This study selected the trainees who recently completed the training in a franchise educational institution as the samples. The survey was conducted for 20 days from October 1st to October 20th 2018, targeting total 230 people, and total 207 questionnaires were collected (Missing value 23). To verify the validity of the measurement tool used for this study, this study reviewed the factor loading of each factor by conducting the confirmatory factor analysis(CFA), and then verified the average variance extracted(AVE) and the composite construct reliability(CCR). Lastly, the structural equation model(SEM) was verified based on the research hypotheses and research model. The SPSS Win Ver. 20.0 & AMOS 20.0 were used for every analysis of this study. Results: The results of this study could be summarized as follows. First, the reputation and interaction of the characteristics of franchise educational institution had significantly positive(+) effects on the educational transition. Second, all the sub - variables of educational contents such as job relevance, education method, and instructors’ professionalism had positive(+) effects on the educational transition while the educational transition had positive effects on the organizational commitment, career commitment, and job commitment. Lastly, the organizational commitment and job commitment had positive(+) effects on the recommendation intention. Thus, the trainees with higher organizational commitment and job commitment in a franchise educational institution, showed higher intention to recommend the educational institution to others. Conclusions: The results of this study imply that the franchise educational institutions could increase the actual performance of education such as educational transition, commitment, and recommendation intention by increasing interactions within educational institutions and also designing effective educational contents, so that the trainees could highly perceive the educational transition of education

일본의 교육위원회제도 개혁과 기관구성형태변경에 대한 소고

김찬동 한국지방자치학회 2017 한국지방자치학회보 Vol.29 No.3

This study is to find the suitable form of composition of institution on educational autonomy. Japan’s reform of education committee concentrates the reinforcement of local government head’s power and violate the political neutrality on educational committee. Nevertheless, Japan’s educational committee achieves the representative system. This essential issue on the political neutrality on educational committee suggests the reform direction of Korea’s composition of institution on educational autonomy. Chapter 2 explains the present condition and structure on Japan’s education committee. It is the representative system of administrative commission and equal status to local government head. This is difference to Korea’s system of form of composition of institution. That is, Japan’s system is multipolar executive government and Korea’s system is dictatorial executive government on local administrative system. Chapter 3 analyzes the history and process of Japan’s educational committee reform. The types of administrative commission are the command system(bureaucratic control system) and supervise system(American school district system). The Abe government will abolish the representative system of educational committee. But the system survives to the last maintaining representative system in spite of creating a broad outline of educational policy and comprehensive educational council. Consequently, Abe government strengthen the government head’s power to educational committee and maybe violate the political neutrality of education. But the committee members’s effort may make the educational committee democratic and neutral if they make the most of the representative system of educational committee. This is implication to Korea’s educational reform of composition of institution. 본 연구는 한국의 교육자치에 대한 기관구성형태를 어떻게 하는 것이 지방자치에 부합하게 할 것인가에 대한 방향모색과 관련하여 이웃나라 일본의 사례를 분석하여 일본의 교육자치에 대한 기관구성의 논점을 탐색하고, 교육행정의 정치적 중립성을 확보하기 위한 정책과정을 살펴봄으로써, 한국의 교육자치의 기관구성형태를 둘러싼 논의에 조그마한 시사점을 주기 위함이다. 2장에서는 일본의 교육위원회제도의 현황과 구조를 살펴보는데, 단체장과의 대등한 관계에 있는 합의제 행정위원회라는 위상을 가진다. 그리고 이것은 일본의 지방자치단체의 기관구성에서 다극적 집행체를 구성하여, 한국의 독임제 집행체와 구분되는 특징이다. 한편, 3장에서는 일본교육위원회제도의 형성역사와 개혁과정을 살펴보는데, 일본의 교육위원회가 합의제 행정위원회로서, 형식상으론 지휘형의 성격도 가지고 있으면서, 실제로는 감독형(미국교육위원회)으로 운영된다. 아베정권은 2015년 일본의 교육위원회제도를 폐지하려고 하였지만, 제도로서는 국회심의 과정에서 교육위원회가 집행체로서 살아남았다. 단체장이 교육행정에 대한 권한을 강화하고, 교육행정의 정치적 중립성을 침해할 수 있는 제도적 장치를 도입하였지만, 교육위원들의 민주적 소통여하에 따라서는 이를 차단할 수 있는 가능성이 남겨져 있다. 이 점은 일본의 제도개혁과정에서 교육자치의 정치적 중립성을 확보하려는 노력으로 평가되고, 한국의 교육행정에 대한 기관구성형태 논의에서도 참고할 여지가 있다

국내 외국교육기관 회계기준의 특성에 관한 연구-사학기관 재무·회계규칙에 대한 특례규칙과의 비교를 중심으로-

정영기,정기만,김광오 한국세무학회 2015 세무와 회계저널 Vol.16 No.3

The purpose of this study is to establish an accounting standards for the local campus of foreign educational institutions in Korea. In accordance with the Special Act on Establishment and Management of Foreign Educational Institutions in the Free Economic Zones in the Republic of Korea, the central and local governments are both aiming for normalization of operation through financial support for these foreign educational institutions such as funding for buildings, school sites. Also, in the long run, securing a stable system which enables these institutions to make reliable financial reporting is perceived as a key success factor for maintaining financial durability and management. At present, five foreign educational institutions are in operation in the Free Economic Zones in Korea. Ghent University (Belgium) and the University of Utah (U.S.) are planning to open branch campus in Korea and are currently undergoing evaluation. In accordance to this research, we met foreign educational institution’s main campus and financial accounting manager to obtain implications concerned with developing financial standards. The importance of transparency of educational organization today can’t be overemphasized. One of the measures of securing transparency is that an foreign educational institution in Korea makes public announcement of its accounting information prepared by high quality accounting standards with it’s unique aspects of educational institution and private company. When making public announcement of accounting information, one should consider understandability which is an important quality of information that permits its users to make reasonable decisions. Therefore, it is recommended that the basic financial statements are included with statement of financial positions, statement of activities, statement of cash flow almost same as the basic statement of private company. Bur their contents, chart of accounts and terms need to represent the unique character of educational organization. Also it should be differentiated with existing accounting standards for private educational institution in Korea. Because it can not properly represent the economic substance of foreign educational institution’s unique aspects relative to local private school. Based on this respect, hybrid type of accounting standards for the local campus of foreign educational institutions in Korea were proposed considering both aspects of private company and non-profit educational organization.

사교육 참여에 긍정적 영향을 미치는 학원교사의 교육행위에 관한 연구 : 소규모 중·고등학생 보습학원을 중심으로

정은경(Jung Eunkyung) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.4

목적 본 연구는 보습학원에서 이루어지는 교사들의 교육행위를 학습자중심교육의 관점에서 논의해 봄으로써 보습학원 교육의 특성을 심도 있게 이해하여 사교육 참여에 대한 내부적 요인에 대한 가능성을 제기하려는 목적에서 연구되었다. 이는 사교육 참여에 긍정적인 영향을 미치는 교육적 특성을 이해함으로써 사교육 문제 및 공교육과 사교육의 관계 개선의 문제에 시사점을 주기 위함이다. 방법 이를 위해 보습학원이라는 교육환경에서 나타나는 교사들의 교육행위를 탐색하기 위해서 2019년 2월부터 2021년 1월까지 참여관찰과 심층 면담 중심의 문화 기술적인 방법으로 연구를 수행하였다. 이는 연구 참여자 스스로 인식하고 있지 않을 수도 있는 그들의 생각과 행위에 대한 이론적 결과물을 얻고자 함이며, 문화 기술적 연구는 현상 이면에 내재한 가치체계나 행위규칙 등의 파악에 적절하기 때문이다. 결과 수집된 자료를 토대로 분석한 연구 결과, 보습학원교사의 교육행위는 ‘수업능력 키우기’, ‘개별 학생 맞춰주기’, ‘학생과 관계 맺기’, ‘학생에게 보답 받기’로 범주화되었다. 또한, 이 결과는 보습학원의 교사들이 학생들로부터 긍정적인 평가를 받아야 하는 환경에 기인한 것으로 이해된다. 결론 이 결과는 학습자중심교육의 관점을 통해 보습학원교사의 교육행위는 학생만족도를 중심에 둔 교육 양상을 보이고 있음을 확인할 수 있었다. 즉, 보습학원의 교사들은 학생이 필요로 하는 교육을 효과성 있게 수행하고 있으며, 이는 교육수요자로 하여금 만족도를 높이는 데 영향을 주고 있다. Objectives This study was conducted to increase the possibility of participating in private education via understanding the characteristics of small private educational institutes education in depth and discussing teacher’s educational activities in the small private educational institutes from the viewpoint of learner-centered education. This is to give implications to the problem of private education and the improvement of the relationship between public and private education by understanding the educational characteristics that positively affect participation in private education. Methods Therefore, in order to explore the educational behavior of teachers manifesting in the educational environment of small private educational institutes, research was conducted through cultural and descriptive methods centered on participatory observation and in-depth interview from February 2019 to January 2021. This is because the research participants want to obtain theoretical results on their thoughts and actions that may not be recognized by themselves, and cultural and descriptive research is appropriate for grasping the value system and rules of conduct inherent behind the phenomenon. Results After analyzing the data collected in the study, the educational behavior of the small private educational institutes teacher was categorized into ‘cultivating capabilities in class’, ‘customizing individual students’, ‘having a relationship with a students’, and ‘getting rewarded by students’. In addition, this result is understood to be due to the environment in which teachers at small private educational institutes should receive positive review from students. Conclusions The result confirmed that although the direction of learner-centered education, the educational behavior revealed of small private educational institutes teachers shows the educational pattern evident with student satisfaction at the center. In the end, teachers at small private educational institutes effectively provide the education that students require, and as such, they have had an effect on increasing the level of satisfaction among the consumers of education.

한국형 사회음악교육기관 교육모델 개발 연구: 부천 아트밸리와 독일 ‘음악학교(Musikschule)’ 탐색을 바탕으로

최이레,이보림 한국예술교육학회 2022 예술교육연구 Vol.20 No.3

In this study, Korean social music education institutions, which are operated in the form of short-term projects based on cultural arts education policies, can provide sustainable music educa- tion and diverse experiences to all citizens as an independent institution. So, I would like to propose an educational model for a Korean-style social music educational institution. For this purpose, the German Music School (Musikschule), which shows the form of an ideal social music education in- stitution, and the Bucheon Art Valley Project, which shows the form of culture and arts education that makes good use of regional characteristics, were selected and considered. Through the compar- ison of these two cases, we also propose the need for an independent form of social music education institution that can provide systematic and universalized social music education. The educational model for Korean-style social music educational institutions presented in this way is an educational model that takes into account the environment and structure of Korean social educational institutions. To experience music education and activities the first is the formation of cooperative re- lationships between schools and communities, the second is the establishment of a sustainable and stable social music education, the third is a management system for the qualitative realization of so- cial music educational institutions, and the third is advanced technology. We will also propose pro- motional issues for eggplant, such as providing social music education that utilizes music. 본 연구에서는 문화예술교육 정책을 기반으로 중·단기의 프로젝트 형태로 운영되는 우리나라 사회 음악교 육 기관이 독립된 하나의 기관으로서 모든 국민에게 지속적인 음악교육과 다양한 경험을 제공할 수 있도록 한 국형 사회음악 교육기관의 교육모델을 제안하고자 한다. 이를 위하여 이상적인 사회음악 교육기관의 형태를 보이는 독일 음악학교(Musikschule)와 지역 특색을 잘 활용한 문화예술교육의 형태를 보여주는 부천 아트밸 리 사업을 채택하여 고찰하였다. 이러한 두 사례의 비교를 통하여 체계적이고 보편화된 사회음악 교육을 제공 할 수 있도록 하는 독립적인 형태의 사회음악 교육기관의 필요성도 함께 제안한다. 이와 같은 방식으로 제시되 는 한국형 사회음악 교육기관을 위한 교육모델은 우리나라 사회 교육기관의 환경과 구조를 고려한 교육모델로 서 모든 국민이 삶 속에서 음악을 향유하고 평생에 걸친 음악 교육과 활동을 경험할 수 있도록 먼저, 학교와 지역의 협력 관계 형성, 둘째, 지속적이고 안정적인 사회음악 교육 확립, 셋째, 사회음악 교육기관의 질적 내실 화를 위한 관리체제, 마지막으로, 첨단 기술을 활용한 사회음악 교육의 제공과 같은 4가지의 추진과제도 함께 제안한다.

평생교육 환경변화에 따른 평생교육기관장의 기관 기능 및 역할에 대한 인식 연구

문이슬(Moon, I Seul),윤창국(Youn, ChangGook) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.4

목적 지역사회 평생교육기관에서 기관의 운영에 주도적인 영향력을 끼칠 수 있는 기관장(총괄관리자)이 평생학습 환경 변화를 이끄는 시대 변화에 대해 어떠한 인식을 가지고 있으며, 미래사회를 대비하기 위한 평생교육기관의 기능과 역할을 어떻게 규정하고 있는지를 탐색하였다. 방법 이를 위하여 평생교육기관에 3년 이상 재직한 총괄책임자 7명을 대상으로 사례연구를 실시하였으며, 참여관찰 및 반구조화된 질문지를 활용한 심층면담을 통해 수집한 자료를 주제분석기법을 통해 분석하였다. 결과 평생교육기관장들은 ‘새로운 의사결정 요구와 직원 관리 리더십 필요성 확대’에 따라 단순한 관리자에서 경영자로서 역할을 강화해 나가고 있었으며, ‘사업추진방식의 급격한 전환’에 따라 사업 실행 차원의 변화 방안을 모색하고, 정책과 현장의 온도차 및 자원 확보 필요성 증대에 따라 외부 기관과의 관계를 다변화하는 대응을 하고 있었다. 이러한 경험을 바탕으로 평생교육기관장들은 평생교육 환경 변화에 대해 ‘사업 체질 변화의 시발점’, ‘기관 운영철학을 재점검하는 기회’, ‘경쟁력을 정비하는 계기’로서의 의미를 부여하고 있으며, 이와 같은 인식을 기반으로 기관장들은 평생교육기관이 나아갈 방향에 대해 ‘공동체적 활동의 회복’, ‘교육격차 해소를 위한 노력’, ‘프로그램 공급자를 넘어선 새로운 역할 탐색’을 제시하였다. 결론 위와 같은 연구 결과를 통해 지역사회 평생교육 현장의 실천과정과 연구에 제시할 수 있는 시사점을 다음과 같이 세 가지로 정리하고자 한다. 첫째, 향후 평생교육기관장들은 평생교육기관이 시대의 요구에 부응하는 새로운 역할을 수행해 낼 수 있도록 평생교육기관으로서의 정체성을 더욱 공고히 확보해나가며 기관의 경쟁력을 축적해 나가야 한다. 둘째, 변화하는 평생교육 환경변화에 평생교육기관이 적응해낼 수 있도록 하기 위해서는 기관장들은 협력과 지원의 관점으로 자신의 역할과 역량을 지속 변화시켜 나가야 하며, 이를 위한 지원체계 또한 구축될 필요가 있다. 셋째, 평생교육 현장에 맞는 정책의 도출과 실현을 위해 평생교육 관련 정책 수립주체와 평생교육기관장들 사이의 유기적인 거버넌스 체계 구축이 필요함을 제안한다. Objectives The purposes of this study were to explore the role and function of directors of lifelong educational institutions in the change of educational environments. The Fourth Industrial Revolution and Covid-19 cause sharp changes of lifelong educational environments. These changes push directors of lifelong educational institutions to reshape their role and function. Based on situation, this study would explore how they perceive and handle with these changes. Methods To achieve the purpose of this study, researchers adopted case study methods. Researchers conducted participatory observations and collected data with deep interviews with 7 selected directors and related documents. Also, researchers analyzed collected data with thematic analysis methods. Results This study found that the changing educational environments forced directors of lifelong educational institutions to develop leadership for making decisions about new emerged issues and managing staffs. Aslo, they experienced sharp change of ways of conducting proiects. Based on these experiences, they perceived the change of educational environment as ‘the starting point of changing ways of conducting projects’, ‘opportunities for reconsidering the philosophy and vision of institutions’, and ‘momentum for reform competitiveness of institutions’. They also pointed out the directions of institutions such as ‘recovery of community through lifelong education’, ‘endeavor for overcoming the educational gap’, and ‘seeking for new role and function beyond providing education programs’. Conclusions Based on these findings, this study suggested implications to the field of lifelong education. First, directors of lifelong educational institutions need to find and conduct new role and function in sharp social changes. Second, directors of lifelong educational institutions also need to change their leadership from management perspective to supportive perspective. Third, government needs to support directors of lifelong educational institutions and establish communication system between the government and lifelong educational institutions.