This study investigates the prior educational needs of the teachers who have the experience as a school consultant or who have taken training courses for school consultants in terms of the thirty-two educational categories. The results of the analysis showed that the top ten categories of the teachers' most required needs for educational program included the categories of common elements, classroom teaching, and school administration. The educational needs for effective school administration were especially higher than any other needs. A further analysis showed that within the category of common elements, education for interpersonal skills were the most needed area. In cases of classroom teaching and school administration, lesson analysis technique and organization analysis technique were the most needed areas, respectively. Moreover, elementary school teachers than secondary school teachers, teachers than (vice) principals, and non-experienced teachers than experienced teachers, required more education for every category. We concluded that there should be a more emphasis on the school administration category in the school consultant educational program, and the courses of the program should focus on practical techniques. Finally, this study suggested that the school consultant educational program curriculum should be differentiated by the teachers' status, school levels, and consulting experiences.

This study investigates the prior educational needs of the teachers who have the experience as a school consultant or who have taken training courses for school consultants in terms of the thirty-two educational categories. The results of the analysis showed that the top ten categories of the teachers' most required needs for educational program included the categories of common elements, classroom teaching, and school administration. The educational needs for effective school administration were especially higher than any other needs. A further analysis showed that within the category of common elements, education for interpersonal skills were the most needed area. In cases of classroom teaching and school administration, lesson analysis technique and organization analysis technique were the most needed areas, respectively. Moreover, elementary school teachers than secondary school teachers, teachers than (vice) principals, and non-experienced teachers than experienced teachers, required more education for every category. We concluded that there should be a more emphasis on the school administration category in the school consultant educational program, and the courses of the program should focus on practical techniques. Finally, this study suggested that the school consultant educational program curriculum should be differentiated by the teachers' status, school levels, and consulting experiences.

이 논문은 학교컨설턴트 교육 프로그램 개발을 위해 현장에서 컨설턴트로 활동하고 있는 교원과 컨설팅 관련 연수를 받은 교원을 대상으로 32개의 내용에 대한 교육요구 우선순위를 분석한 것이다. 연구 결과, 공통 영역, 수업 영역, 학교 경영 영역이 상위 10위 안에 고르게 분포되어 있었으며, 특히 학교 경영 영역에 대한 요구가 높은 것으로 나타났다. 영역별 결과를 보면 공통 영역에서는 대인관계 기법, 수업 영역에서는 수업 분석 기법, 학교경영 영역에서는 조직진단 기법에 대한 요구가 가장 높았다. 또한 중등에 비해 초등, 교장･교감에 비해 교사, 컨설팅 유경험자들에 비해 무경험자의 요구가 모든 교육내용에서 높게 나타났다. 연구 결과를 통해 수업 영역 이외에 학교경영 영역의 비중 확대, 기법 중심의 과목 설치, 그리고 직위･학교급･컨설팅 경험 유무에 따른 교육과정 차별화 등에 대해 시사 받을 수 있었다.

학교컨설팅, 학교컨설턴트, 교육내용, 요구분석