The purpose of this study is to collect the practice experiences of kindergarten vice principals, who are educational experts and administrators as well, to analyze them through the grounded theory, and to build up a theory based on the results of the analysis in order to search the methods of suppo...
The purpose of this study is to collect the practice experiences of kindergarten vice principals, who are educational experts and administrators as well, to analyze them through the grounded theory, and to build up a theory based on the results of the analysis in order to search the methods of supports for them in the aspect of kindergarten.
The key question of the study is “What are the role experiences which the vice principals go through in public kindergarten?”.
The data for this study was collected over the past two years, from October, 2017 through August, 2018.
The subjects, participants in the study, are all vice principals working in public kindergarten, whose educational experiences and experiences of vice principals are around 30 years and from one year to ten years respectively. The individual recorded interviews were carried out for about an hour and a half. The original materials collected were analyzed in compliance of the grounded theory of Strauss and Corbin(1990). After that, to form the data for the study, in-depth interviews with the participants were arranged and conducted.
The results are as follows.
As a result of making an open coding, 110 concepts selected were classified into 37 subcategories according to similarities of meanings and contents, which were again categorized into 16 items, with common and similar meanings combined.
The 16 categories selected through an open coding were rearranged along with the paradigm model suggested by Strauss and Corbin(1990) and the major phenomenon revealed in the process of doing that was the role skepticism. The casual conditions leading to this phenomenon were composed of role ambiguity, changing school cultures, lack of communication, conflicts in group members, and authoritarian climate in workplace. The context of the phenomenon consists of breadth of recognition. And the intervention terms turned out to be prospective policy for the kindergarten education and the personality of each vice principal. The action/interactions showing up in them were disappointment/discouragement, support, self-efficacy, and worth. The results found in the process of doing those were the patterns of renunciation, competence building, and hope.
Among the various categories included in the study, the core category of vice principal’s role experiences was to become a manager with the abilities of both an educational expert and administrator. Centered on the core category found in the process of subject vice principal’s role experiences, the results of the data analysis showed that the participant principals were classified into three types of ability-improving, leap-preparing, and change-seeking.
Grounded in the result of the overall study of collecting, analyzing, categorizing the data concerned, and building up a theory based on that, this study is expected to be applied as the basic data to a variety of education and development of support programs to help vice principal’s role experiences in public kindergarten
The purpose of this study is to collect the practice experiences of kindergarten vice principals, who are educational experts and administrators as well, to analyze them through the grounded theory, and to build up a theory based on the results of the analysis in order to search the methods of supports for them in the aspect of kindergarten.
The key question of the study is “What are the role experiences which the vice principals go through in public kindergarten?”.
The data for this study was collected over the past two years, from October, 2017 through August, 2018.
The subjects, participants in the study, are all vice principals working in public kindergarten, whose educational experiences and experiences of vice principals are around 30 years and from one year to ten years respectively. The individual recorded interviews were carried out for about an hour and a half. The original materials collected were analyzed in compliance of the grounded theory of Strauss and Corbin(1990). After that, to form the data for the study, in-depth interviews with the participants were arranged and conducted.
The results are as follows.
As a result of making an open coding, 110 concepts selected were classified into 37 subcategories according to similarities of meanings and contents, which were again categorized into 16 items, with common and similar meanings combined.
The 16 categories selected through an open coding were rearranged along with the paradigm model suggested by Strauss and Corbin(1990) and the major phenomenon revealed in the process of doing that was the role skepticism. The casual conditions leading to this phenomenon were composed of role ambiguity, changing school cultures, lack of communication, conflicts in group members, and authoritarian climate in workplace. The context of the phenomenon consists of breadth of recognition. And the intervention terms turned out to be prospective policy for the kindergarten education and the personality of each vice principal. The action/interactions showing up in them were disappointment/discouragement, support, self-efficacy, and worth. The results found in the process of doing those were the patterns of renunciation, competence building, and hope.
Among the various categories included in the study, the core category of vice principal’s role experiences was to become a manager with the abilities of both an educational expert and administrator. Centered on the core category found in the process of subject vice principal’s role experiences, the results of the data analysis showed that the participant principals were classified into three types of ability-improving, leap-preparing, and change-seeking.
Grounded in the result of the overall study of collecting, analyzing, categorizing the data concerned, and building up a theory based on that, this study is expected to be applied as the basic data to a variety of education and development of support programs to help vice principal’s role experiences in public kindergarten
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