The major purpose of this study was to analyze the relationship between self-directed supervision types and class management performance. The specific problems of this study were as follows: First, what is the self-directed supervision programs were performed by elementary school teachers? Second, i...
The major purpose of this study was to analyze the relationship between self-directed supervision types and class management performance. The specific problems of this study were as follows: First, what is the self-directed supervision programs were performed by elementary school teachers? Second, is there any perceptional difference on effect of class management performance by types of self-directed supervision? Third, what is the relationship between self-directed supervision types and class management performance? The subjects of this study were 325 elementary school teachers in Taegu school district. Research methods included both theoretical investigation and survey research. Two questionnaire were used for the desired information. The self-directed supervision types and the class management performance were measured by a restructured itemized questionnaire which validated through various literatures. Cronbach'α .79 of the questionnaire about the self-directed supervision types, and Cronbach'α .89 of the questionnaire about the performance of class management. The collected data were analyzed by using Reliability(Cronbach' α), T or F test(Scheffe), Pearson correlation, and Multiple regression analysis with the SPSSWIN(Version 10.0) Program. The treatment of data was conducted as follows: First, a whole perceptive tendency about conducts of self-directed supervision was shown as the following order: mass media activities, staff development, spot observation, and volunteer interviews. In the analysis on the difference of self-directed supervision types by background variables of teachers(sex, position, professional career, school size), it showed statistically significant difference in sex(t=2.53, p<.05) and position(t=-3.06, p<.01), but it didn't show statistically significant difference in professional career & school size. Second, in the analysis on the perceptual difference of effect on teacher's class management performance by self-directed supervision types, it showed statistically significant difference in position(t=-3.13, p<.Ol) and professional career(F=5.85, p<.01), but it didn't show statistically significant difference in sex & school size. Third, in the analysis on the relationship between self-directed supervision types and class management performance, it showed the total average γ=.56 indicating statistically high and valid relation. Correlation between self-directed supervision and subvariables of class management were curriculum activities(γ=.52), group organization(γ=.48). Self-directed supervision types explained performance of class management about 41.1%(spot observation 33.0%, mass media application 8.1%). We can see above results, teachers who perform self-directed supervision generally think it help them. Therefore the various programs on self-directed supervision must be developed and school administrators should perceive this tendency and encourage them by various forms of support.
The major purpose of this study was to analyze the relationship between self-directed supervision types and class management performance. The specific problems of this study were as follows: First, what is the self-directed supervision programs were performed by elementary school teachers? Second, is there any perceptional difference on effect of class management performance by types of self-directed supervision? Third, what is the relationship between self-directed supervision types and class management performance? The subjects of this study were 325 elementary school teachers in Taegu school district. Research methods included both theoretical investigation and survey research. Two questionnaire were used for the desired information. The self-directed supervision types and the class management performance were measured by a restructured itemized questionnaire which validated through various literatures. Cronbach'α .79 of the questionnaire about the self-directed supervision types, and Cronbach'α .89 of the questionnaire about the performance of class management. The collected data were analyzed by using Reliability(Cronbach' α), T or F test(Scheffe), Pearson correlation, and Multiple regression analysis with the SPSSWIN(Version 10.0) Program. The treatment of data was conducted as follows: First, a whole perceptive tendency about conducts of self-directed supervision was shown as the following order: mass media activities, staff development, spot observation, and volunteer interviews. In the analysis on the difference of self-directed supervision types by background variables of teachers(sex, position, professional career, school size), it showed statistically significant difference in sex(t=2.53, p<.05) and position(t=-3.06, p<.01), but it didn't show statistically significant difference in professional career & school size. Second, in the analysis on the perceptual difference of effect on teacher's class management performance by self-directed supervision types, it showed statistically significant difference in position(t=-3.13, p<.Ol) and professional career(F=5.85, p<.01), but it didn't show statistically significant difference in sex & school size. Third, in the analysis on the relationship between self-directed supervision types and class management performance, it showed the total average γ=.56 indicating statistically high and valid relation. Correlation between self-directed supervision and subvariables of class management were curriculum activities(γ=.52), group organization(γ=.48). Self-directed supervision types explained performance of class management about 41.1%(spot observation 33.0%, mass media application 8.1%). We can see above results, teachers who perform self-directed supervision generally think it help them. Therefore the various programs on self-directed supervision must be developed and school administrators should perceive this tendency and encourage them by various forms of support.
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