The purposes of this study are 1) to clarify the relationship between the
allocation of educational authority and the values embodiment of local control
of educational system that have been in effect until now, 2) to study
alternatives to realize the ...
The purposes of this study are 1) to clarify the relationship between the
allocation of educational authority and the values embodiment of local control
of educational system that have been in effect until now, 2) to study
alternatives to realize the values of local control of educational system in
allocation areas of educational authorities and how much the difference of
perception in local control of educational system has been acknowledged, and
3) to analyze the relationship between the allocation of the educational
authority and the structure of local control of educational system based on
the results of this study. The major conclusions are as follows:
Firstly, the average value of the perception of educational personnel of
educational authority among central and local government was 2.37 on Likert
scale and 60.1 percent of the respondents perceived it negatively. There was
no statistically significant difference in perception between male and female,
but younger respondents(2.54) in their 20s and 30s reported a higher positive
value than those who are in their 40s(2.27) and over 50s(2.36). In addition, the sensibility of public educational personnel(2.60) in the distribution of
educational authority is higher than teachers’(2.35). It shows that the
allocation of educational authority in Korea has not been fully realized yet.
Secondly, the perception that allocation authorities on early childhood
education, such as pre-school, elementary, and secondary education, is a way
of realizing the values of local educational autonomy was 3.72 on average,
but the degree of realization on it is lower than that of perception, 2.96 on
average. Concerning the values, independence(3.84) and democracy(3.82) are
outranked on the perception of realization plan and the realization degree
shows the lowest score on political neutrality. The perception of distributing
authority on school system and policy making, which is a way of realizing
the values of local education autonomy, is 3.76 and the realization degree on
the same subject is 3.00. The perception of distributing authority on
curriculum and teaching-learning, which is a way of realizing the values of
local education autonomy, is 3.76 and the realization degree on the same
subject is 3.05. The perception of distributing authority on personnel matters,
which realizes the values of local education autonomy, is 3.27 and the
realization degree on the same item is 3.09. The perception of distributing
authority on establishment of school and facilities is 3.61 and the realization
degree on the same measure is 3.10. The perception that distributing authority
on student guidance and school parent is 3.70 and the realization degree on
the same is 3.03. The perception of distributing authority on educational
finance is 3.76 and the realization degree on the same scale is 3.00. The
results show that allocation areas of educational authority is a way that
realizes the value of local control of education system even if the realization
degree of each part is low.
Among each field of educational authorities, the areas that central
government shows higher expertise compared to a local one are school
system, policy making(53 percent), and educational finance(42 percent). The
areas that local government exerts are student guidance, school parent
(58percent), curriculum, teaching-learning(57 percent), and personnel matters(53
percent). For the local education autonomy to be in a full effect with regards to decentralization of management and finance, allocation of educational
authority is required to be achieved by implementing a structural change in
finance, which is highly depending on the central government.
Thirdly, the perception of the direct election of superintendent that realizes
the value of local control of education system reveals a high value, 3.38 on
average. In terms of age, respondents in their 20s and 30s show 3.60,
whereas 40s, 3.45, 50s, 3.31 respectively. Teachers and public educational
personnel show 3.45 and 3.11 respectively. According to the results, it turns
out that direct election of superintendent is a way that realizes the value of
local control of education system. To realize the value of local control of
education system, a candidate for the superintendent is expected to have some
experiences in education fields (75.7 percent). The value of direct election of
superintendent increases when the difference of political neutrality(β=.190) is
getting bigger, and decreases as the difference of efficiency increases.
Finally, the perception of educational board system, which realizes the
value of local control of education system, rates 3.45 on average. Both local
control of education system and the educational board system have relation
only with the establishment of schools and facilities (p<.05). The finding
raises a question about whether or not the educational board system
integrated into municipal assembly realizes the value of local control of
education system. Only 28.5 percent of respondents showed positive opinion
that educational board member sunset law is a way of realizing the value of
local control of education system. To make sure that the educational board
system works properly, which is the legislative organization for local control
of education system, the educational board system has to be discussed
seriously.