학교개혁과 학교 구성원의 역할

A Study and On the Roles of the school Principals, Teachers Parents in the School Reform Movement

이 논문은 1980-90년대 이후 학교교육개혁 과정에서 학교장을 비롯한 교사, 학부모의 역할이 어떻게 변화되어 왔는가를 분석하는 데 목적이 있다. 보다 구체적으로 학교 구성원의 역할 변화를 요구하는 학교 내 · 외적인 환경 요인은 무엇인가, 구성원의 역할에 있어 변화된 측면은 무엇이며, 변화되지 않은 측면은 무엇인가, 또 그 이유는 무엇인가, 향후 학교교육개혁에서 구성원간의 관계는 어떻게 조정, 변화되어야 할 것인가 등의 문제에 답하고자 하였다. 구성원의 역할변화를 초래하는 학교내외적 요인들은 세계화, 지식정보사회 등에 대응하기 위한 신자유주의 교육이념의 대두와 교육공동체론, 학습조직론 등 새로운 교육 패러다임의 발달, 교원노조 합법화, 학교운영위원회제도 도입에 따른 학교내 지배구조의 변화, 교원인사제도 개혁등이라 할 수 있다. 이예 따라 교사, 학부모의 역할은 새롭게 정립될 필요가 있으며, 그 과정에서 제도와 실천의 괴리, 구성원의 역할 명료화와 교육적 가치와 비전의 공유를 통한 이항대립적 사고의 극복 등이 고려되어야 함을 제시하였다.

The purpose of this study was to investigate the changing roles of teachers, principals and parents in the process of school reform movement for last 10 years. For this purpose, this study focused on the external and internal factors that have influenced on the school members. The main external factors which have influenced on the roles of principals, teachers and parents could be the knowledge economy and information society, globalism, and the growing number of stakeholder making new demands on education and etc. These changes in society resulted in the development of new perspectives on education based on new-liberalism ideology. Internal factors were the legalization of teachers' union, growing demands of parents on schooling and the adoption of school governing committee in every school nationwide. These factors, especially, the school governing committee systems were supposed to change the role of teachers, principals, and parents in school decision-making process. Principals are supposed to take role as leaders to create learning community and positive school culture and to assure excellent education for all. Teachers are expected to be educational leaders and to identify and address barriers to student learning and achievement. Parents are expected as supporters of teachers and participants in school decision-making process. But there are several conditions to be overcome: redefining the roles of teachers, principals and parents, sharing the educational vision and value, and overcoming dichotomy in education such as learner-centered and educator-centered, supply-focused and demand-focused, and equality and excellent and etc. These educational values should be considered together in education practice.