교사가 인식하는 ‘교사가 주도하는 학교혁신’의 의미 탐색

Abstract

This study intended to explore the understanding of teachers of the concept of the teacher led school innovation. Teachers were expected to be the initiator of school innovation but only few studies were conducted on teachers’ perception of the teacher led school innovation. In addition to the understanding of teachers of their role as the initiator of school innovation, this study aimed to explore the nature of teachers’ implementation of teacher led school innovation including barriers and motivators. Focus group interviews with 15 teachers from various regions were conducted in 3 groups and the participants were invited based on their experiences of school innovation. The findings show that teachers perceived the innovative school as the critical vehicle of school innovation but also perceive the unofficial groups and its activities as important vehicle of the innovation. In addition, teachers perceived their role as the initiator of school innovation for granted but it needed to involve school leaders’ act of empowerment as well as the collective effort of co-teachers. Mover, teachers believed that the how and what were the role of teachers as initiators should be discussed and decided by teacher themselves instead of presented by policymakers or activists. The findings of this study would be meaningful for the expansion of knowledge of teachers’ perception of their role in school innovation and the improvement of related policies.