교실 수업 개선을 지원하는 학교평가의 방향과 과제: 교원들의 인식을 중심으로

A Study on the directions of the school evaluation system supporting improvement of classroom teaching based on the perceptions of teachers and school administrators

이 연구는 학교평가에 직ㆍ간접적으로 참여한 경험이 있는 교원들을 대상으로 설문을 실시하여, 현행 학교평가에 대한 그들의 인식을 알아보고 향후 학교평가가 나아가야 할 개선방향을 모색하기 위해 실시되었으며, 학교평가의 목적, 내용, 방법, 결과 활용의 측면에서 살펴보았다. 교원들은 학교평가의 필요성은 인정하지만 그에 대한 만족도는 높지 않았다. 그들은 학교평가의 최우선 목적은 교실 수업 개선이어야 하며, 이를 위해 교육과정과 수업에 초점을 두어야 하고 질적인 평가와 현장방문평가가 더욱 강화되어야 한다는 인식을 보였다. 또한 결과 활용 차원에서 단위학교의 노력이 미흡한데, 이러한 노력을 지원하기 위해서는 단위학교의 자율성이 보장되어야 한다고 생각하고 있었다. 이에 책무성의 공유를 강조하는 학교평가, 학교평가에서 교육청과 국가의 역할 분담 강화, 본질적 교육활동 중심의 학교평가, 학업성취도의 반영, 학교 자체평가의 강화, 장학이나 학교컨설팅과의 연계 강화 등이 제시되었다.

The purpose of this study is to examine the perceptions of the present school evaluation system and to explore the directions which the school evaluation system supporting improvement of classroom teaching will take. Which were shown by the teachers and school administrators. The subjects of the survey were the teachers and school administrators who had participated in the school evaluation process directly or indirectly. 419 cases were collected and analyzed. The subjects accepted the necessity of the school evaluation, but their satisfaction from the existiong school evaluation was not high. They perceived that the ultimate aim of a school evaluation should be improvement of classroom teaching. But they thought that the existing school evaluation did not achieve this purpose effectively. They also perceived that a school evaluation should be focused on curriculum and instruction, and they emphasized the importance of on-site evaluation and a qualitative approach. They also thought that the school-based efforts to use the results of the school evaluation effectively were insufficient and the cause of this phenomenon was lack of autonomy of schools. And they admitted that the results of a school evaluation should be used as the basic data for the supervision or school consulting. Basing on these results, the researchers suggested sharing of accountability among the members of the educational community, the efficient division of roles between the local(provincial) education authority and the state, and emphasis on the intrinsic educational activity. They also suggested that student achievement should be included in the school evaluation in the long term and the importance of school-based review(self review) should be more emphasized. Finally, they proposed that the connection between the school evaluation and supervision or school consulting should be strengthened.