The primary purpose of this study is to analyze the educational effects of the Elementary, Middle and High Integrated Management School have observed. Four research questions were addressed to attain the purpose: First, were there the situational relevant differences between Ancheon Elementary, Midd...
The primary purpose of this study is to analyze the educational effects of the Elementary, Middle and High Integrated Management School have observed. Four research questions were addressed to attain the purpose: First, were there the situational relevant differences between Ancheon Elementary, Middle, and High Integrated Management school and other elementary, middle, and high integrated management schools? Second, what were the variables concerning school educational effectiveness that appeared at this Integrated Management School? Third, were there cognitional differences of school educational effectiveness among teachers who work at other types of integrated management schools? Fourth, what were the educational effects of the Elementary, Middle, and High Integrated Management School? To solve these problems, Ancheon Elementary, Middle and High Integrated Management School in Jeollabukdo where the researcher works was chosen. The subjects, 68 students and 27 teachers, were extracted by purposive sampling methods. Moreover, teachers who work at other types of integrated management schools were also chosen. The questionnaire was developed by teachers and professionals referring to the antecedent literature. Research was conducted using interviews, phone interviews, and mail questionnaires. The main methods used to analyze the returned data were reliability and correlation analysis, one-way ANOVA, and factor analysis with the SPSS 14.0 program. In addition, SWOT analysis and lots of interviews about the real situations as previously mentioned were conducted. The main results concerning research questions were concluded as follows: First, it was researched that this Integrated Management School had the points of strength, weakness, opportunities and threats for integration using SWOT analysis. If the points of threats and opportunities were used well, the identified weak points will be able to help an effective strategy with the aim of improving student performance and welfare. Also, this Integrated Management School has run integrated management better than any other elementary, middle, and high integrated management schools. The fact that it was built in the one building made integration much easier. Second, the analysis to examine reliability and correlation demonstrated high value as Cronbach's α, .843. This numerical value proved that the questionnaire was appropriate. Furthermore, the factors obtained through factor analysis were enough to explain the effectiveness of elementary, middle and high integrated management school. The classified eight factors had high reliabilities(>0.7), correlation which is significant at .01 and .05 level. This meant eight factors had enough explanation to predict the effectiveness of Elementary, Middle and High school Integrated Management School. As a result, eight factors were named; the application of school facilities, school culture and climate, decision making, curriculum, administration and finance, the relationship with the community, personnel affairs, and school achievement. Third, the teachers in three different types of integrated management schools showed high effectiveness about the application of school facilities, school culture and climate, decision making. On the other hand, they evaluated effectiveness about school achievement very low. However, statistical significance was proved in most of items. Fourth, some educational effects were found when teachers, students and parents were interviewed, and when were scrutinized educational activities. However, though this Integrated Management School had many advantages as the elementary, middle, and high integrated management school, it is better to merge between middle and high schools only rather than the integration of three different levels of schools. From the findings of this study, there are several implications for practice and future research to manage effective integrated management schools. First, the name of the school must enact as an institution. Second, upper organizations must unify management and supervision for schools. Third, for authentic integration, registration number of schools and official seals must be combined into one. Fourth, the system that teachers can teach both schools, elementary and secondary schools have to be prepared in personnel affairs. Finally, reforming the school system is another way that will be able to improve advantages of the integrated management schools. That is, students have been classified into groups by their grades rigidly. However, instead of this method, it is suggested that groups will be divided according to their learning speed or abilities. Key words : integrated management school, school educational effects, factor analysis, SWOT analysis
The primary purpose of this study is to analyze the educational effects of the Elementary, Middle and High Integrated Management School have observed. Four research questions were addressed to attain the purpose: First, were there the situational relevant differences between Ancheon Elementary, Middle, and High Integrated Management school and other elementary, middle, and high integrated management schools? Second, what were the variables concerning school educational effectiveness that appeared at this Integrated Management School? Third, were there cognitional differences of school educational effectiveness among teachers who work at other types of integrated management schools? Fourth, what were the educational effects of the Elementary, Middle, and High Integrated Management School? To solve these problems, Ancheon Elementary, Middle and High Integrated Management School in Jeollabukdo where the researcher works was chosen. The subjects, 68 students and 27 teachers, were extracted by purposive sampling methods. Moreover, teachers who work at other types of integrated management schools were also chosen. The questionnaire was developed by teachers and professionals referring to the antecedent literature. Research was conducted using interviews, phone interviews, and mail questionnaires. The main methods used to analyze the returned data were reliability and correlation analysis, one-way ANOVA, and factor analysis with the SPSS 14.0 program. In addition, SWOT analysis and lots of interviews about the real situations as previously mentioned were conducted. The main results concerning research questions were concluded as follows: First, it was researched that this Integrated Management School had the points of strength, weakness, opportunities and threats for integration using SWOT analysis. If the points of threats and opportunities were used well, the identified weak points will be able to help an effective strategy with the aim of improving student performance and welfare. Also, this Integrated Management School has run integrated management better than any other elementary, middle, and high integrated management schools. The fact that it was built in the one building made integration much easier. Second, the analysis to examine reliability and correlation demonstrated high value as Cronbach's α, .843. This numerical value proved that the questionnaire was appropriate. Furthermore, the factors obtained through factor analysis were enough to explain the effectiveness of elementary, middle and high integrated management school. The classified eight factors had high reliabilities(>0.7), correlation which is significant at .01 and .05 level. This meant eight factors had enough explanation to predict the effectiveness of Elementary, Middle and High school Integrated Management School. As a result, eight factors were named; the application of school facilities, school culture and climate, decision making, curriculum, administration and finance, the relationship with the community, personnel affairs, and school achievement. Third, the teachers in three different types of integrated management schools showed high effectiveness about the application of school facilities, school culture and climate, decision making. On the other hand, they evaluated effectiveness about school achievement very low. However, statistical significance was proved in most of items. Fourth, some educational effects were found when teachers, students and parents were interviewed, and when were scrutinized educational activities. However, though this Integrated Management School had many advantages as the elementary, middle, and high integrated management school, it is better to merge between middle and high schools only rather than the integration of three different levels of schools. From the findings of this study, there are several implications for practice and future research to manage effective integrated management schools. First, the name of the school must enact as an institution. Second, upper organizations must unify management and supervision for schools. Third, for authentic integration, registration number of schools and official seals must be combined into one. Fourth, the system that teachers can teach both schools, elementary and secondary schools have to be prepared in personnel affairs. Finally, reforming the school system is another way that will be able to improve advantages of the integrated management schools. That is, students have been classified into groups by their grades rigidly. However, instead of this method, it is suggested that groups will be divided according to their learning speed or abilities. Key words : integrated management school, school educational effects, factor analysis, SWOT analysis
Keyword
#integrated management school school educational effects factor analysis SWOT analysis
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