학교자치시대에 요구되는 학교장의 직무역량 분석 = An Analysis of the Job Competency of Principals in the Age of School Autonomy

다국어 초록 (Multilingual Abstract)

In this study, the job and job competency of the principal required in the age of school autonomy were analyzed.
In order to overcome the limitations of function-oriented competency analysis for the principal’s job, competencies were classified including structural competencies for various member organizations and cultural competencies for improving school culture. In addition, 52 indicators according to the competency were developed to examine and analyze the level of the principal's school autonomy competency.
The research questions are as follows:
First, what is the principal's job required in the age of school autonomy?
Second, what is the job competency of the principal required in the age of school autonomy?
Third, what is the level of job competency of school principals in the age of school autonomy?
• Does the principal's perception of the current level of performance competency differ according to the background variable?
• What is the correlation between the principal's current performance competencies?
• What is the difference between the principal's current performance competency level and the future required competency level?
In the age of school autonomy, the principal’s job competency was divided into ‘functional-level competency group’, ‘structural-level competency group’ and ‘cultural-level competency group’. The ‘functional-level competency group’ consists of five competencies, including “education activity operation”, “student life management", “personnel management", “budget management" and “facility management," and has 22 sub-action indicators. The ‘structural-level competency group’ includes decision-making structures at various levels, including school organization level and educational administration level, consisting of 6 competencies such as “student autonomy", “parent participation", “teacher autonomy", “community relations", “educational administration relationship", and “school operation committee management" and has 21 sub-action indicators. The ‘cultural-level competency group’ is related to school culture such as community consciousness and principal’s leadership, consisting of 3 competencies such as “vision sharing", “autonomy and responsibility" and “communication and cooperation," and has 9 sub-action indicators.
A survey was conducted to analyze the level of job competency of principals in the age of school autonomy using the competencies and behavioral indicators developed in this study and 264 elementary, middle, and high school principals (34.3%) in Jeollabuk-do responded to the survey. The results of the survey are as follows.
First, as a result of analyzing the difference in recognition of competency by background variable based on the current degree of performance, 41 indicators of school-level variables, 28 indicators of school establishment type variables, 18 indicators of innovative school operation variables, and 6 indicators of school principal's career variable were statistically significant.
Second, as a result of analyzing the correlation between 14 competencies based on the current degree of performance, the correlation coefficient between “personnel management” and “student autonomy” competencies was lower than 0.4, and all other competencies were ‘correlated’ with a correlation coefficient of 0.4 or higher. In particular, as a result of comparing competencies with a correlation coefficient of 0.6 or more, the competency of “teacher autonomy” was ‘highly correlated’ with 7 competencies, especially “vision sharing”, “autonomy and responsibility” and “communication and cooperation” with correlation coefficient 0.7 or higher.
Third, as a result of analyzing the current performance level and the future need level, most indicators recognized the future need level higher than the current performance level. In addition, the current performance average and future necessity average of the ‘structural-level competency group’ were the lowest among the three competency groups, and the current level of performance and future level of necessity average’s difference by competency group was also the highest.
If you look at the results of the priority of education needs from 1st to 10th, 2 indicators of the ‘functional-level competency group’ and 8 indicators of the ‘structural-level competency group’ were included.
If education needs are listed from the high ranking to the fifth place, they are indicators of the ‘structural-level competency group’ and the result was much higher than the priority of education needs of other competency groups.
In the graph showing the average of the current level of performance and future level of necessity in quadrants, 14 indicators of ‘structural-level competency group’ and 7 indicators of ‘functional-level competency groups’ were recognized as low current level of performance and low future level of necessity, indicators requiring long-term measures.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구 필요성 및 목적 1
• 2. 연구문제 6
• II. 이론적 배경 7
• 1. 학교자치의 이해 7
• 2. 학교자치시대 학교장의 역할 변화 36
• 3. 학교장의 직무와 직무역량 53
• III. 연구방법 83
• 1. 연구절차와 내용 83
• 2. 학교자치시대 학교장의 직무 85
• 3. 학교자치시대 학교장의 직무역량 86
• 4. 학교자치시대 학교장의 직무역량 수준 93
• IV. 연구결과 및 논의 96
• 1. 학교자치시대 학교장의 직무 96
• 2. 학교자치시대 학교장의 직무역량 103
• 3. 학교자치시대 학교장의 직무역량 수준 146
• 4. 논의 187
• V. 요약 및 결론 192
• 1. 요약 192
• 2. 결론 196
• 3. 제언 199
• 참고문헌 202