Earticle

이 연구는 교원의 권리의식 및 교권의 실태를 분석함으로써， 교원의 권위 회복 및 권리 증진 방안을 마련하기 위한 기초자료를 얻는데 그 목적을 두고， 교원의 l) 교육내용， 교육방법， 교재선정권， 2) 학생 평가 및 처벌권， 3） 자율적 판단 및 행동권， 4) 생활보장 및 근무여건 개선 요구권， 5) 신분보장 관련 교권에 대한 인식수준을 분석하였다． 연구방법은 서울시내 초 · 중 · 고등학교를 대상으로 설문조사의 방법 을 활용하였다． 연구결과를 요약하면， 첫째， 교사들은 교육방법 결정권은 누리고 있지만， 교육내용의 편성 · 운영권과 교재 채택 및 선정권은 누리지 못하고 있으며， 둘째， 학생평가권은 항유하고 있지만， 처벌권은 향유하지 못하는 것으로 나타났다． 셋째， 자율적 판단 및 행동권은 제한되어 있고， 넷째， 생활보장요구 권， 근무여건 개선 요구권 및 후생복지 확충요구권도 역시 충분치 못하다는 반응이 지배적인 것으로 나타났다． 다섯째， 신분보장권은 누리고 있지만， 쟁소제기권， 불체포특권 및 단체교섭권은 한계에 부 닥치고 있는 것으로 나타났다． 결론적으로， 교원의 권위가 바로 서고， 교원이 높은 긍지와 사명감을 가지고 교육활동에 전념할 수 있는 사회적 분위기가 조성되고， 제도적 국가적 차원에서의 교권신장방책을 마련하고， 학부모 · 학생들의 교권경시 태도 등이 개선되어야 할 것으로 판단된다．

The purpose of this study was to grasp the teacher's consciousness and the realities of enjoyment of rights and to provide a basic data which draw up a plan for increasing the teacher's privileges by analyzing the teacher's recognition level of the right to teach. The contents of this study were included to teacher ' s recognition level (1) the choice power of curriculum, teaching method, and textbooks, (2) the evaluation and punishment power for students, (3) the self-regulating judgement and actions, (4) the demand power for living protection and working condition improvements, and (5) the right in relation to aguarantee of teacher ' s status. The methodology used for this purpose was a questionnaire which were distributed to 500 teachers in elementary and secondary schools at the Seoul and a nearby region and about 398 (about 79.6% return rate) responses were collected. The results of this study can be summarized as followes : Firstly, teachers were possessed of the decisive power of teaching method, but were not the organization and operation of curriculum and the choice and adaption power of textbooks. Secondly, teachers were blessed with the evaluation power for student, but were not punishment of students. Thirdly, response to self-regulating judgement and action power were far badly enjoying. Fourth, negative responses were founded to the demand power for living protection, working conditions improvement, and welfare expansion. Fifthly, teachers were possessed of a guarantee of a teacher's status, but were not the presentation right to trouble petition, immunity from arrest, and collective bargaining right. On the basis of the above results, this study suggest the following conclusions : Firstly, they must expand to the choice power of curriculum and textbooks for the sake of teacher's priviliege security. Secondly, teacher's punishment power for students must strengthen and considered to be an extension of an educational activity. Thirdly, teacher's self-regulating judgement and action power must expand. Fourth, the demand power for living protection, working conditions improvement, and welfare expansion must guarantee. Fifthly, teacher's privilieges in relation to guarantee of a teacher's status must reinforce.

본 연구의 목적은 한국과학교사 재교육프로그램의 행 · 재정적 지원체제의 개선 방안을 제시하는 데 있다． 한국 과학교사의 이스라엘 창의성 교육 연수에 참가 한 42명의 연수단을 대상으로 한국과 이스라엘 과학교사 재교육프로그램 운영 전반에 관한 설문 조사가 이루어졌다． 연구 결과 한국 과학교사 재교육프로그램운영체제가 이스라엘과 비교해서 특히 부족하다고 인식 한 것은 과학교사 재교육 재정지원도， 연수방법의 창의성계발과의 관련성， 과학교육 예산 지원도， 과 학교사재교육 프로그램의 다양성 등의 순으로 나타났다． 한국에서는 결론적으로 다음과 같은 행 · 재정적 지원체제의 개선이 필요하다． 첫째， 과학교육과 과학교사재교육에 대한 재정적 지원이 확대되어야 한다． 둘째， 재교육프로그램 다양화를 위한 과학교사 재교육 사이버 프로그램의 개발 보급이 시급하다． 셋째， 과학교사 재교육은 창의성 신장과 관련된 학습지도에 도움이 되는 연수프로그램으로 전환되어야 한다． 넷째， 교사재교육 의 일정학점 이수 후 호봉을 올리는 유인체제의 강화가 필요하다

The study aims to make suggestions for the improvement of administrative and financial systems of science teachers in-service training programs in Korea in comparison to Israel. For the purposes of this study, the differences of the operational system of science teachers in-service training programs between Korea and Israel were investigated and Korean science teachers' perceptions to two programs were assessed. A survey questionnaire was developed and responded by 42 Korean science teachers who participated in an In-service Training Program of Creativity-centered Science Education held in Israel. The conclusions are as follows: First, the amount of the financial support to science education as well as science teachers in-service training programs should be increased. Second, in order to provide science teachers with various in-service training programs, the development and dffusion of cyber in-service training programs are necessary. Third, the in-service training programs for creativity-centered science education in Korea should include more contents related to creativity and classroom practices. Forth, a reward and incentive system should strengthened for science teachers who accomplished the in-service training programs for creativity-centered science education.

교사는 교육에 있어 가장 중요한 역할을 수행하고 있으며 교육의 질 향상은 교사의 질 향상 없이는 이루어질 수 없다． 교사의 질 향상을 위해서는 교사의 직무수행에 있어 필요한 능력을 밝히고， 이에 근거하여 교사교육을 제공하려는 노력이 무엇보다도 필요하다． 이에 본 연구는 정신지체 특수학교와 특수학급 교사를 대상으로 특수교육 교사 직무수행능력의 중요도와 현직교육의 필요도에 대한 인식을 조사하고， 교사의 배치환경(특수학교， 특수학급), 학력， 교육경력변인에 따른 차이를 검증함으로써 앞으로의 현직교육을 계획하는데 도움을 주고자 하였다． 본 연구에서는 미국특수교육협회의 공통 수행 능력 기준을 바탕으로 13개 영역， 80개 문항으로 구성한 직무수행능력 목록을사용하여 183명의 특수 교육 교사를 대상으로 조사하였다． 연구 결과 특수교육 교사들의 직무수행능력 및 현직 교육에 대한 인식은 교사의 배치환경， 학력， 교육경력에 따라 유의미한 차이가 있었다． 본 연구의 세부 결과들은 특수교육교사의 현직 교육의 효율적 운영을 위한 기초자료로 활용될 수 있을 것 이다．

The purpose of this study is to investigate special educators' perception regarding importance of special educators' competencies and need for inservice education. Responses were analyzed by variables such as teachers' work setting(special school, special class) and teaching experiences. 183 special educators participated in this study. For this study, a list of 80 competencies (13 areas) was developed based on the CEC standards and literature review. The results showed that all competency items were considered important for job performance and inservice training. Also, both in importance of competencies and in the need for inservice training, special educators showed significantly different perception according to work setting and degree. The results of this study suggest that inservice training for special educators need to be refined in order to meet the unique needs of each teacher group and to maximize the effect of inservice training

The purpose of this study was to verify the prejudice and discrimination against females and the aged in recruitments of professorships and assignments to administrative positions of universities, and to contribute to motivating academic efforts and practices for the provisions of equal opportunities to them in those kinds of purviews. For the study, 281 assistant and associate professors were sampled from four-year universities all over the nation. Two sampling methods, such as purposive and random samplings, were employed for the convenience of data collection. Some questions consisted of demographic variables including gender and age, and others research articles and publications achieved in the last four years. To test the effect of gender and age, T-test and ANOVA were applied through SPSS program. The former method was used to compare the research performances between male and female professors, and the latter between age generations(thirties, forties, and fifties and above). The following foundings were attained from this survey study: The differences were not significant at p<.05 or above between male and female professors in all their research performances during the last four years, including theses in international or domestically famous research journals, publications, and translations in their majors. There were significant differences at this level between the three generations in only two research performances. The lower generation, the more joint theses in international journals, and the reverse in single-handed publications of majors. other research performances had no significant difference between those generations. Hence, this study concluded that prejudices and discriminations against females and the aged were found invalid in the recruitments of professorships and the assignments to administrative positions in universities.

급격한 산업화의 과정에서 교원의 사회적 지위는 상대적으로 낮게 평가되고 있으며， 교원들 스스로도 교직에 대한 긍지를 잃어가고 있다． 또한， 교직은 전문직에 상응하는 근무조건과 여건을 뒷받침 받지 못함으로써 우수한 자원이 교직에 유입되지 못하고 있다． 따라서， 이 논문은 교직발전종합방안 중교원의 전문성 신장과 교직의 전문직적 특성을 반영하기 위한 관점에서 교원의 보수와 근무여건에 대하여 살펴보고， 문제점과 개선방안을 논의하기 위한 것이다． 이를 위해， 교원보수와 근무여건에 관련된 문헌들과 정책들을 분석한 결과 다음의 결론들이 도출되었다． 첫째， 현행 교원의 보수 수준은 교원 보수의 우대라는 법규정에 비추어 보거나， 타직 공무원 또는 민간 기업 근로자와 비교했을 때 상대적으로 낮다． 이러한 문제점을 개선하기 위한 대안으로 연공서열에 의한 교원 보수체계에 관한 처우를 개선하여 교직의 특성이 고려될 수 있도록 본봉이 전체 보수에서 차지하는 비율을 높여 나가 실질적인 교원 처우의 개선을 도모하여야 한다． 또한， 학생 상담， 생활지도， 학교 업무 기획 등 업무부담이 큰 교사에게 지급되는 보직교사수당과 담임 수당을 연차적으로 인상하여 , 교원 의 업적 , 능력 , 교육활동 업무수행 결과가 보수에 반영되어야 한다． 둘째， 현행 근무여건은 교사 1인당 학생 수 및 주당 수업 시수 과다， 편의 복지 시설 부족， 교육활동과 관련 없는 잡무의 부담이 문제가 되고 있다． 이러한 교원의 근무여건 개선내용으로서 학생들에게 다양하고 질 높은 수업을 제공하고 교원들의 근무 환경 개선을 위해 노력해야 한다． 이를 위해 연차적으로 교원의 수를 증원하고， 초등학교 교과전담교사를 현행 법정 배치 기준 수준으로 확대ㆍ배치하여 직무의욕을 고취시키고 교원이 교육활동에 전념하고 혼신의 정열을 쏟을 수 있도록 쾌적한 학교 근무 여건을 조성해야 한다．

The evaluation of teacher's social status is relatively low and teachers are losing his/her pride as a teaching profession by themselves in the process of industralization. Also, the teaching profession can not attract concern from the qualified resources as a result of lacking support corresponding working conditions and social environment. Therefore, the focus of this study is on the review of the teacher salary system and working conditions in an attempt to reflect the perspective on teaching speciality and characteristics from a Comprehensive Plan for the Development of Teaching Profession proposed by the Ministry of Education & Human Resources Development, on the analysis of the problems and on the search for alternative plan for improving the situation. As a result of analysis of related literatures and policies on the teacher salary system and working conditions, the following conclusions are derived such as: first, the current level of teacher salary system is relatively low in light of related laws and regulations on education for the better treatment of teacher rewarding system, or in comparison with the salary level of other public servants or company employees. As an alternative for the improvement of this situation, the current salary system of the teaching career should be reconsidered in a real way of moving up the basic portion to the total salary gradually reflecting the characteristics of the teaching profession. Also, teacher salary should enhance the allowance on the job of classroom teacher, student counseling and guidance, and other jobs in addition to the teaching yearly so as to reflect the result of teacher performance, teacher competency, and educational activities. Second, the current problematic working condition is a heavy burden on teachers - student ratios and the teaching load, lack of facility for convenience, and miscellaneous jobs not related to the teaching job. Large efforts for the provision of various high quality instruction should be given to the improvement of these inferior working conditions. In order to do this, there must be an increase in the number of qualified teachers with financial support from government in elementary school.