학교컨설팅에 대한 학교 구성원의 인식은 학교컨설팅의 효과에 큰 영향을 미친다. 학교컨설팅에 관한 인식을 분석한 기존 선행 연구는 연구 방법과 연구 대상 측면에서 한계가 있다. 연구 방법 측면에서 학교컨설팅이 학교 현장에 정착될 때의 실제 맥락을 드러내기 어려운 양적 분석이 주를 이루고 있으며, 연구 대상 측면에서 컨설팅 경험이 없거나 간접 경험한 교사를 주요 대상으로 하고 있다. 이에 본 논문에서는 P고등학교에서 수행된 학교컨설팅 사례에 기초하여, 컨설팅에 직접 참여한 학교 구성원이 학교컨설팅의 개념 및 주요 관련자에 대하여 가지는 인식을 면담과 관련 문헌 등을 통해 분석하였다. 분석 결과, 학교컨설팅 주요 관련자는 학교컨설팅의 개념에 대하여 “의뢰인에게 필요한 도움을 주는 활동”, “교사 간 서로 도움을 주고받을 수 있는 통로”로 인식하고 있었다. 그리고 학교컨설턴트의 자질로는 의뢰인 중심으로 도움을 제공하는 태도 및 헌신, 대화 기술 등을 들었으며, 학교컨설팅 관리자의 자질로는 대인 관계 기술 및 의사소통 능력, 적절한 정보 제공 및 전문성을 갖춘 컨설턴트 섭외 능력 등을 들었다. 수행된 컨설팅에 대하여, P고등학교 구성원들의 만족도는 높았으며, 컨설팅이 종료된 이후에도 자발적으로 교수 학습을 개선하고자 하는 노력이 이루어지는 등의 변화가 있었다고 기술하였다. 그리고 컨설팅 과정 중의 어려움으로는 학교 내부 관리자와 외부 학교컨설팅 관리자의 의견 차이, 학교장과 학교컨설턴트와의 관계 형성의 어려움 등을 지적하고 있었다.

School member's perception of school consulting influences the effect of school consulting. Most of the existing researches have limitations. The methodologies were incoherent on the settlement of school consulting in the actual school site, and the studies were conducted with people who have only indirect or no experience of school consulting. This paper, therefore, analyzes the perception of school consulting actors through related documents and interviews of those who have actually participated in school consulting in high school 'P'. As the result, most of the participants perceive school consulting as "an activity that provides help to the client" and "a pathway for teacher-to-teacher help". The result of the perception analysis reveals school consultant's qualities as client-focused assistance and devotion, and conversation skill. And the school consulting manager's abilities were mentioned as having personal-relationship and communication skills, providing proper informations, and acting as a liaison with professional consultant and etc.. After school consulting, the members of high school 'P' were satisfied with the consulting. Even after the consulting, they reported continued spontaneous efforts to improve teaching and learning. For problems in consulting process, conflicts between the inner and outer consulting managers and difficulties in relationship between school manager and consultant were identified.

School member's perception of school consulting influences the effect of school consulting. Most of the existing researches have limitations. The methodologies were incoherent on the settlement of school consulting in the actual school site, and the studies were conducted with people who have only indirect or no experience of school consulting. This paper, therefore, analyzes the perception of school consulting actors through related documents and interviews of those who have actually participated in school consulting in high school 'P'. As the result, most of the participants perceive school consulting as "an activity that provides help to the client" and "a pathway for teacher-to-teacher help". The result of the perception analysis reveals school consultant's qualities as client-focused assistance and devotion, and conversation skill. And the school consulting manager's abilities were mentioned as having personal-relationship and communication skills, providing proper informations, and acting as a liaison with professional consultant and etc.. After school consulting, the members of high school 'P' were satisfied with the consulting. Even after the consulting, they reported continued spontaneous efforts to improve teaching and learning. For problems in consulting process, conflicts between the inner and outer consulting managers and difficulties in relationship between school manager and consultant were identified.

school consulting, main actors of school consulting, effect of school consulting, difficulties in school consulting process