직원회운영의 문제점의 분석연구 = A Study of Problems of Operation of the Faculty
저자
문낙진 (공주교육대학교 교육연구소)
발행기관
학술지명
권호사항
발행연도
1968
작성언어
Korean
주제어
자료형태
학술저널
수록면
-
제공처
소장기관
A. Purpose of the Study
This study is to identify the problems of operation of faculty meetings, to explore the possible
ways of improving them by formulating guiding principles or a theoritical framework, and by
critically analyzing the present situations of elementary schools in the light of this framework.
B. Method of the Study
In setting up the framework for faculty meeting programs the following are chiefly refer-
red : works of Kilsoo Kang, Daniel E. Griffiths, Kimball Wiles, Harlan L. Hagman, and
Stephen M. Corey; the basic thinking implied in respective articles of Education Law.
In alayzing the current school situation, the questionaires were administered to a sample of
400 teachers and 100 school administrators. Twelve pricipals and twelve teachers were inter-
viewed.
Thus, it is not claimed here that the results of this study would be applicable to all schools.
A further study is needed to get more comprehensive data and results which, generally, might
be applicable.
C. Findings of the Study
1. It is urged to change the character of faculty meeting in a consultative body to that of
partly discussion and decision to keep ‘the school administrator from being a hard-boiled autoc
rat.
2. Faculty meeting should be based on the principles of (1) need (2) effectiveness (3) par-
ticipation’and (4) evaluation.
In planning the program, principles of operation of the meeting, its organization, and the
procedures ought to be taken into consideration.
In particular, school administrators and teachers schould know the purpose of the faculty
meeting: orientation, in-service growth and administrative problems. The organization of the
meeting should depend on the purpose of the meeting. As Griffiths wrote in his book, “the
practice most recommended is to have the faculty meet together as a body, then to break up
the total group into smaller units no larger than from twelve to fifteen members, and then to
bring the whole group together again for final session."
In administering the program, the school administrator should assume the role of a resource
person and leader and develop the situation in which the growth of the individual teacher will
be encouraged. The teachers should chair the meetings and act as dicussion leaders.
3. Significant aspects analyzed are as follows:
The current school programs for faculty meeting are not planned well except for the in-
service education program and usually follow the tradetional pattern. A special devision called
“in-service education sectionw in most schools assumes the responsibility of planning and im-
plementing the program.
Teachers’ spontaneity to take part in the program is rather weak. The formality has been
observed in the meeting. It seems doubtful whether or not it brings out desirable results.
Faculty meetings are not utilized fully for in-service growth of teachers. The main functions
of the meeting has been traditionally those of technique and administration. It is therefore
certain that the change in our understanding the function in terms of in-service growth is
necessary, though the question of whether or not such change is desirable and wanted remains
to be studied further.
It is our thinking that rotating chairmanship in the faculty meetings will surely help teachers
improve their skills in group discussion or process which, of course is an important part' of
our profession. The need for the rotation is acknowledged, but it is not practiced inclusively,
due to teachers* shortage of time and lack of skill in organizing a meeting.
The results of the meeting do not always reach the classroom. School administrators' role
as a resource person and a leader in the meeting is not so successful.
In summary, the operation of faculty meetings has not been successful. The main reason
for the failure seem to be the lack of effective faculty meeting programs, a low level of
teachers enthusiasm, weak leadership on the part of pricipals, time shortage, and disregard of
teachers’ work in the program when their promotion is being considered.
But it is felt thatan effective operation of faculty meeting can be anticipated if pricipal is
convinced of the purpose and acts accordingly and teachers also realize and want to
participate in an effective faculty meeting program. For it is said that the key to success or
failure of the program is found in how to operate it rather athan in merits or demerits
the of program itself.
분석정보
서지정보 내보내기(Export)
닫기소장기관 정보
닫기권호소장정보
닫기오류접수
닫기오류 접수 확인
닫기음성서비스 신청
닫기음성서비스 신청 확인
닫기이용약관
닫기학술연구정보서비스 이용약관 (2017년 1월 1일 ~ 현재 적용)
학술연구정보서비스(이하 RISS)는 정보주체의 자유와 권리 보호를 위해 「개인정보 보호법」 및 관계 법령이 정한 바를 준수하여, 적법하게 개인정보를 처리하고 안전하게 관리하고 있습니다. 이에 「개인정보 보호법」 제30조에 따라 정보주체에게 개인정보 처리에 관한 절차 및 기준을 안내하고, 이와 관련한 고충을 신속하고 원활하게 처리할 수 있도록 하기 위하여 다음과 같이 개인정보 처리방침을 수립·공개합니다.
주요 개인정보 처리 표시(라벨링)
목 차
3년
또는 회원탈퇴시까지5년
(「전자상거래 등에서의 소비자보호에 관한3년
(「전자상거래 등에서의 소비자보호에 관한2년
이상(개인정보보호위원회 : 개인정보의 안전성 확보조치 기준)개인정보파일의 명칭 | 운영근거 / 처리목적 | 개인정보파일에 기록되는 개인정보의 항목 | 보유기간 | |
---|---|---|---|---|
학술연구정보서비스 이용자 가입정보 파일 | 한국교육학술정보원법 | 필수 | ID, 비밀번호, 성명, 생년월일, 신분(직업구분), 이메일, 소속분야, 웹진메일 수신동의 여부 | 3년 또는 탈퇴시 |
선택 | 소속기관명, 소속도서관명, 학과/부서명, 학번/직원번호, 휴대전화, 주소 |
구분 | 담당자 | 연락처 |
---|---|---|
KERIS 개인정보 보호책임자 | 정보보호본부 김태우 | - 이메일 : lsy@keris.or.kr - 전화번호 : 053-714-0439 - 팩스번호 : 053-714-0195 |
KERIS 개인정보 보호담당자 | 개인정보보호부 이상엽 | |
RISS 개인정보 보호책임자 | 대학학술본부 장금연 | - 이메일 : giltizen@keris.or.kr - 전화번호 : 053-714-0149 - 팩스번호 : 053-714-0194 |
RISS 개인정보 보호담당자 | 학술진흥부 길원진 |
자동로그아웃 안내
닫기인증오류 안내
닫기귀하께서는 휴면계정 전환 후 1년동안 회원정보 수집 및 이용에 대한
재동의를 하지 않으신 관계로 개인정보가 삭제되었습니다.
(참조 : RISS 이용약관 및 개인정보처리방침)
신규회원으로 가입하여 이용 부탁 드리며, 추가 문의는 고객센터로 연락 바랍니다.
- 기존 아이디 재사용 불가
휴면계정 안내
RISS는 [표준개인정보 보호지침]에 따라 2년을 주기로 개인정보 수집·이용에 관하여 (재)동의를 받고 있으며, (재)동의를 하지 않을 경우, 휴면계정으로 전환됩니다.
(※ 휴면계정은 원문이용 및 복사/대출 서비스를 이용할 수 없습니다.)
휴면계정으로 전환된 후 1년간 회원정보 수집·이용에 대한 재동의를 하지 않을 경우, RISS에서 자동탈퇴 및 개인정보가 삭제처리 됩니다.
고객센터 1599-3122
ARS번호+1번(회원가입 및 정보수정)