earticle

영어

The purpose of this study is to restructure teacher empowerment theory newly through analyzing concepts, attributes, and sources of power and reviewing critically existent teacher empowerment theories In order to achieve the goals of this study, some objectives are organized. These are to analyze concepts, attributes, sources of power and review critically existent teacher empowerment theories in terms of concept of status, sources and attributions of power, and restructure teacher empowerment theory founded on the analysis of power.
First, power means an ability to act and is very general and inclusive term. Power is not synonymical word with authority. Authority is only the tip of an submerged iceberg of power. Second, human's power is derived from reward, coercive, legitimate, referent, and expert power. Third, power possesses attributions as follows: synergy by reciprocal quality, potentiality, dynamics, a thing owned by all people, power-dependent relationships. Power is not the monopoly of superiors. Fourth, the basis of teacher empowerment is power and the definition of empowerment must be from the root word "power". Fifth, no one is empowered alone, no one is fully empowered by the action of others.
The empowerment needs to take some actions or policies approximately as follows: power sharing, collaboration, participative management system, self-control, training, incentives, elimination of bureaucary, team building, shared decision- making, and so on. The existent theories are consist of a legitimate and expert power, but the power of teachers is increased by all of the bases(five sources) of power. The existent theories regard the concept of status as reward power only. The status itself includes all bases of power. According to these errors, teacher empowerment theory recreated by this writer consist of five principles founded on power sources and the assumptions of the theory are based on concepts and attributions of power. This writer also explaines the process of teacher empowerment and suggestes the strategies of teacher empowerment classified by principles, which is composed by means of corrections and supplements of some existent studies.

한국어

본 연구는 힘의 본질에 의해 교사 활력화의 기존 이론들에 대한 비판적인 검토와 이를 수정， 보완하여 교사 활력화 이론을 새롭게 재구성하는 것이 목적이다． empowerment는 힘(power)에 근본을 둔 개념이다 힘은 활동 능력(ability to act)이며， 매우 포괄적인 개념으로 공식적 권한(authority)만을 의미하지 않는다． 인간의 힘은 보상적인 힘， 강압적인 힘， 합법적인 힘， 준거적인 힘， 그리고 전문적인 힘에서 나온다． 힘은 상호호혜적 환용으로 공유할 때 개인의 힘과 조직의 힘은 더욱 증대된다(synergy). 인간이라면 누구나 힘을 소유하고 있으며 소유량에 차이가 있을 뿐이다． empowerment는 ‘활동할 수 있는 능력을 만드는 일’, ‘활동할 수 있는 능력의 상태로 만드는 것’으로 ‘활력화’이다． 교사 활력화는 교사들 에게 전문직으로서의 교직 수행을 할 수 있는 능력의 상태로 만드는 것으로 교사의 전문직화를 의미하며， 교사가 더욱 많은 힘을 소유할 수 있도록 만드는 일 교사의 힘의 증대화 과정이기도 하다． 본 연구의 교사 활력화 이론의 재구성은 힘의 개념， 속성， 원천에 기초하여 다섯 가지 ; 보상강화， 징계권 소유， 의사결정에의 접근， 모델 역할 수행， 지식 향상의 원리로 이루어졌으며， 교사의 전문직화와 힘의 증대화 맥락에서 힘의 공유에 의한 시너지 효과를 논리화하였다．