earticle

영어

This study aims to be in search of the criteria of the Teacher's Evaluation to present teachers at middle schools and high schools in Korea, concerned with their progressive levels. In the current revised regulations, the total grade of work performance has been rising and the multi-rater system has been added. However, it is difficult to present concrete basis of the Teacher's Evaluation. And it is also difficult to achieve the goal of increasing professionalism with those reasons below.
It is written 'it must be evaluated by proper factors and basis by positions' on the current regulations, it is impossible to be done with the single scheme in reality.
So varied evaluation schemes must be prepared to classify the criteria of the Teacher's Evaluation concerned with teacher development stages. Also, it would be possible to distinguish evaluation basis based on the criteria of the Teacher's Evaluation first if it is difficult to set varied evaluation schemes.
Through those steps above, these results have been carried out below.
First, it can be classified into three development stages for middle and high school teachers in Korea based on their career. Second, it was possible to unify the Teachers's Evaluation on work for increasing professionalism and the Teacher's Evaluation on capabilities. Third, it was possible to distinguish grades by different development stages of teachers with this study. And it will make it fair to teachers with less career and experience, accomplishing the goal for increasing professionalism.
Now it will lead following studies concerned background factors , and it also makes it possible to provide practicable data to developable theory and schools since it shows differences in the relationship between priority and practice on work.

한국어

본 연구는 우리나라의 중․고등학교에서 실시되고 있는 교원근무성적평정과 관련하여 교사발달단계를 고려한 준거를 탐색하는데 목적을 두고 있다. 현행 근무성적평정 기준에는 ‘직위별로 타당한 요소의 기준에 의하여 평가할 것’이라고 명시되어 있으나, 경력의 많고 적음에 관계없이 모든 교사들을 대상으로 하는 동일한 평가요소가 적용되고 있는 현실이다. 교사발달단계에 따른 교사평가 준거의 마련을 위한 연구를 수행하여 다음과 같은 연구 결과를 얻을 수 있었다. 첫째, 우리나라 중․고등학교에 재직하고 있는 교사들의 교사발달단계를 경력에 근거하여 3단계로 구분할 수 있게 되었다. 둘째, 현행 중․고등학교에서 실시되고 있는 교원근무성적평정과 교원능력개발평가의 평가 요소를 통합할 수 있었다. 셋째, 교사발달단계별로 직무 평가의 평점을 달리할 수 있게 구분할 수 있었다.